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A GUIDE FOR SUCCESS IN SECONDARY AND POSTSECONDARY SETTINGS

U.S. Department of Education 

October 20, 2015

Resource Guide:

Supporting Undocumented Youth
Table of Contents

Introduction ......................................................................................................................................3

Background........................................................................................................................................3

Legal Guidelines for Elementary and Secondary Education...................................................7

Tips for Secondary School Educators, Counselors, and Other Personnel............................9

Tips for Institutions of Higher Education................................................................................17

Models from the Field...................................................................................................................22

Resources .........................................................................................................................................23

State Aid Policies ...........................................................................................................................27

Non-Citizen Financial Aid Fact Sheet........................................................................................34

Financial Aid Eligibility Chart....................................................................................................36

Scholarships Available to Undocumented Students................................................................38

Federally Funded Adult Education Programs..........................................................................44

Migrant Student Records .............................................................................................................48

Appendix ..........................................................................................................................................50

Appendix A: DACA Consideration Fact Sheet ....................................................................... 50 

Appendix B: Avoid Scams Flyer ................................................................................................ 51 

Appendix C: Dear Colleague Letter: School Enrollment Procedures................................ 52 

Appendix D: Questions and Answers about Education Records ........................................ 56 
October 20, 2015

Introduction

As a nation of immigrants, the United States has benefited tremendously from the talents, 

values, and contributions of newcomers to our shores. In the face of immense barriers, many 

undocumented youth have exhibited exemplary perseverance, work ethic, and leadership. Yet 

hurdles and challenges remain. Many educators, counselors, and school leaders have expressed 

interest in learning how to better support all children so that they can achieve educational and 

economic success – regardless of actual or perceived immigration status. Informed by research 

and promising practices, the U.S. Department of Education (Department) has compiled this 

Resource Guide to assist and enhance State and local efforts to support undocumented youth at 

the secondary and postsecondary school levels. However, high-quality early learning and 

elementary education is critical to college and career success for all children. Therefore, the 

Department will in coming months release a separate resource guide on early learning and 

elementary education that includes promising practices for serving undocumented children and 

children of undocumented parents. The Department hopes that educators, schools, and 

campuses will, as they see fit, draw upon the tips and examples in this Guide to better support 

undocumented youth and, ultimately, move us closer to the promise of college and career 

readiness for all.

Background

Undocumented students represent one of the most vulnerable groups served by U.S. schools. 

Estimates indicate that 80,000 undocumented youth turn 18 and approximately 65,000

graduate from high school every year.

1 Just 54 percent of undocumented youth have at least a 

high school diploma, compared to 82 percent of their U.S.-born peers.2 Further, only 5 to 10

percent of undocumented high school graduates continue their education and enroll in an 

institution of higher education, and far fewer successfully graduate with a degree.3

Despite these significant challenges, many undocumented youth have achieved academic 

success – graduating from two- and four-year higher education institutions and empowering 

other undocumented youth through mentorship and volunteering. Case studies and 

testimonials from undocumented youth suggest that one crucial factor in their academic success 

has been support from family, educators, and other caring adults in their lives.4 And research 

has shown that certain environmental factors – such as access to extracurricular activities, 

advanced coursework, and engaged parents – can boost resiliency among undocumented youth, 

and are correlated with greater educational attainment.5

These findings show that caring adults can make an impact – that educators, counselors, 

principals, and specialized instructional support personnel can be the linchpin of success for 

undocumented students. Studies and surveys of undocumented students have shown that they 

1 Among those who have lived in the U.S. for five years or longer. Perez, Zenen Jaimes. “Removing Barriers to 

Higher Education for Undocumented Students.” Center for American Progress: 2014. 2 Passel, Jeffrey S. and D’Vera Cohn. “A Portrait of Unauthorized Immigrants in the United States.” Pew Research

Hispanic Trends Project, 2009.

3 “National Institutions Coming Out Day Toolkit: Institutional Policies and Programs with & for Undocumented 

Students.” United We Dream, 2015.

4 Enriquez, Laura. “Because We Feel the Pressure, We Also Feel the Support.” Harvard Educational Review: Vol. 

81, No. 3, 2011.

5 Perez, William et al. “Academic Resilience Among Undocumented Latino Students.” Hispanic Journal of 

Behavioral Sciences: Vol. 31, No. 2, 2009.

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demonstrate high levels of resilience, leadership, and civic engagement.6 These positive factors 

can be further bolstered and nurtured when supportive adults, including educators, are present 

to help undocumented youth navigate the barriers they face. 

Federal civil rights laws and Supreme Court precedent require States to provide equal access to

public education to all children – including those who are undocumented. And, to ensure that 

undocumented youth receive an equitable education that prepares them for college and career, 

it is imperative that educators and other personnel understand the unique needs of these 

students and receive high-quality training and support on how to best serve them.

Undocumented youth, in particular, can experience high levels of acculturative stress from 

immigration-related issues such as separation from family and academic difficulties. The 

psychological costs of family separation, associated with the migration process and with U.S. 

immigration procedures such as detention and deportation, are well documented and, among 

children, may include symptoms of depression and anxiety.7 According to one study, the most 

significant stressor for undocumented immigrants by far was the fear of deportation, which 

impacted immigrants’ daily lives and was, for some, a constant concern.8 

Besides the challenges related to immigration status, many undocumented youth are from lowincome families9 and lack access to critical social services. Additionally, anecdotal evidence 

suggests that many undocumented youth do not learn of their immigration status until high 

school, and this initial realization often prompts feelings of betrayal and worry.10 Such stress 

may be exacerbated when, throughout critical moments of adolescent development, barriers 

prevent undocumented youth from sharing core experiences with their documented peers, such 

as driving and starting their first job.11 

One particularly difficult hurdle faced by undocumented youth is access to higher education. 

Undocumented youth are ineligible for Title IV Federal financial aid, including student loans, 

work-study, and grants and, though a number of States have taken steps to enact tuition equity 

policies (see pages 27-33), the issue of college affordability has kept many from pursuing and 

completing postsecondary education.12 The resources and tips in this Guide, which were 

compiled based on a review of research and recommendations from stakeholders, may help 

educators, counselors, and others support student academic and social success, and to work 

collaboratively with youth and their families to find creative ways to finance college costs.

6 Wong, Tom K. and Carolina Valdivia. “In Their Own Words: A Nationwide Survey of Undocumented 

Millennials.” Center for Comparative Immigration Studies: Working Paper 191, May 2014. 7 Suarez-Orozco, Carola et al. “I Felt Like my Heart was Staying Behind: Psychological Implications of Family 

Separations and Reunifications for Immigrant Youth.” Journal of Adolescent Research: 26, 222-257 (2010). 8 Arbona, Consuelo et al. “Acculturative Stress Among Documented and Undocumented Latino Immigrants in the 

United States.” Hispanic Journal of Behavioral Sciences: 32(3), 362-384 (2010). 9 Batalova, J. and McHugh, M. “Dream vs. Reality: An Analysis of Potential DREAM Act Beneficiaries.” 

Migration Policy Institute, 2012.

10 “Living the American Dream – Profiles of DACA Recipients.” National Council of La Raza (2015). 11 Gonzales, R.G. et al. “No Place to Belong: Contextualizing Concepts of Mental Health among Undocumented 

Immigrant Youth in the United States.” American Behavioral Scientist: 57, no 18 (2013). 12 Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” Center for American 

Progress: 2014.

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Figure 1 DACA

In 2012, the Department of Homeland Security

(DHS) began implementing the Deferred Action for 

Childhood Arrivals (DACA) policy, which allows 

youth who were brought to the United States as 

children and who meet certain criteria to request

consideration for deferred action, which constitutes a 

case-by-case determination by DHS not to pursue an 

individual’s removal from the United States for an 

initial two-year period as a matter of prosecutorial 

discretion. DACA recipients can live and go to school

in the United States and may be eligible to obtain 

work authorization while their deferred action 

remains in effect. More information can be found in 

Figures 1 and 2, and in Appendix A.

Evidence suggests that DACA has helped to make 

significant improvements in the lives of 

undocumented youth educationally and 

economically.13 So far, more than 680,000 

undocumented young people have received DACA. 

Some researchers predict that more than 400,000 

children will turn 15 and age into possible threshold 

DACA eligibility in the next few years and another 

400,000 undocumented individuals could meet the 

threshold DACA guidelines, but do not yet meet the 

threshold education criteria.14 

Beyond reducing the stigma of being undocumented, 

recipients attest to the tangible impacts of DACA, 

such as access to internships, stable transportation

and housing, and paid work experience.15 Yet, some 

youth meeting the DACA guidelines have not 

requested consideration for DACA or for DACA

renewal; hard-to-reach populations, such as migrant 

students and adult learners, have been 

underrepresented.

An individual may request 

consideration for DACA if he/she: 

- Was under the age of 31 as of June 15, 

2012;

- Came to the United States before reaching 

his/her 16th birthday;

- Has continuously resided in the United 

States since June 15, 2007, up to the 

present time; 

- Was physically present in the United 

States on June 15, 2012, and at the time 

of making his/her request for 

consideration of deferred action with U.S. 

Citizenship and Immigration Services 

(USCIS);

- Had no lawful status on June 15, 2012;

- Is currently in school, has graduated or 

obtained a certificate of completion from 

high school, has obtained a Staterecognized high school equivalency 

certificate, or is an honorably discharged 

veteran of the Coast Guard or Armed 

Forces of the United States; and

- Has not been convicted of a felony, 

significant misdemeanor, or three or more 

other misdemeanors, and does not 

otherwise pose a threat to national security 

or public safety. 

For more information, please visit: 

http://www.uscis.gov/humanitarian/cons

ideration-deferred-action-childhoodarrivals-daca

13 Wong, Tom K. et al. “Results from a Nationwide Survey of DACA Recipients Illustrate the Program’s Impact.” 

Center for American Progress: July 9, 2015. 

https://www.americanprogress.org/issues/immigration/news/2015/07/09/117054/results-from-a-nationwidesurvey-of-daca-recipients-illustrate-the-programs-impact/ Accessed: September 9, 2015 14 Migration Policy Institute (MPI) analysis of U.S. Census Bureau data from the 2013 American Community 

Survey (ACS), 2009-2013 ACS pooled, and the 2008 Survey of Income and Program Participation (SIPP) by James 

Bachmeier and Colin Hammar of Temple University and Jennifer Van Hook of The Pennsylvania State University, 

Population Research Institute. 15 Teranishi, Robert T. et al. “In the Shadows of the Ivory Tower: Undocumented Undergraduates and the Liminal 

State of Immigration Reform.” The Institute for Immigration, Globalization and Education: 2014.

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Besides providing high-quality instruction and supports, another important way that schools, 

colleges, and education professionals can help undocumented youth is by sharing information 

about DACA with youth and their families. Providing this information at the early childhood

and elementary school levels may be helpful because, though the children would not meet 

DACA’s threshold age guideline, their parents or family members may meet the guidelines.

Educators, counselors, school social workers, and others may, as appropriate, draw upon the 

tips and examples in this Guide to provide information about the DACA policy in order to help 

support undocumented youth.

Figure 2

DACA Renewal

The following guidance is available on the USCIS Web site regarding timely submission of renewal 

requests to minimize the possibility of expiration before action on a renewal request. DACA recipients 

are encouraged to read the guidance carefully. The FAQs address many other DACA-related questions 

as well. Additional information may also be available through the USCIS National Customer Service 

Center at 1-800-375-5283 or 1-800-767-1833 (TDD).

http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-process/renew-yourdaca

When to Renew

USCIS strongly encourages DACA recipients to submit their DACA renewal requests between 150 

days and 120 days before the expiration date located on the recipient’s current Form I-797 DACA 

approval notice and Employment Authorization Document (EAD). Filing during this window will 

minimize the possibility that a DACA recipient’s current period of DACA will expire before he/she

receives a decision on his/her renewal request.

Since March 27, 2015, USCIS has been mailing renewal reminder notices to DACA recipients 180 days 

before the expiration date of their current period of deferred action. Previously, these reminder notices 

were mailed 100 days in advance. The earlier notices are intended to ensure that DACA recipients are 

reminded to begin to gather the necessary documentation to prepare a timely renewal request before 

the start of the recommended renewal period. USCIS strives to provide individuals with information so 

they have sufficient time to prepare their renewal requests though the submission of a timely renewal 

request is the responsibility of an individual DACA recipient.

USCIS’ current goal is to process DACA renewal requests within 120 days. A DACA recipient may 

submit an inquiry about the status of his/her renewal request after it has been pending 105 days or 

more. To submit an inquiry online, please visit egov.uscis.gov/e-request.

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Legal Guidelines for Elementary and Secondary Education

*Excerpted from U.S. Department of Education and U.S. Department of Justice joint Dear Colleague 

Letter, School Enrollment Procedures, issued on May 8, 2014*

• Under Federal law, State and local educational agencies (“school districts”) are required 

to provide all children with equal access to public education.

• The United States Supreme Court held in the case of Plyler v. Doe, 457 U.S. 202 (1982), 

that a State may not deny access to a basic public education to any child residing in the 

State, whether present in the United States legally or otherwise.

• To comply with these Federal civil rights laws, such as Titles IV and VI of the Civil 

Rights Act of 1964, as well as the mandates of the Supreme Court, school districts must 

ensure that they do not discriminate on the basis of race, color, or national origin, and 

that students are not barred from enrolling in public schools at the elementary and 

secondary level on the basis of their own citizenship or immigration status or that of 

their parents or guardians. 

• Moreover, school districts may not request information with the purpose or result of 

denying access to public schools on the basis of race, color, or national origin.

• A school district should review the list of documents that can be used to establish 

residency and ensure that any required documents would not unlawfully bar or 

discourage a student who is undocumented or whose parents are undocumented from 

enrolling in or attending school.

• A school district may not bar a student from enrolling in its schools because he or she 

lacks a birth certificate or has records that indicate a foreign place of birth, such as a 

foreign birth certificate.

• School districts cannot use the race, ethnicity, national origin, or English proficiency

information it collects to discriminate against students; nor should a parent’s or 

guardian’s refusal to respond to a request for this data lead to a denial of his or her 

child’s enrollment.

• A school district may not deny enrollment to a student if he or she (or his or her parent 

or guardian) chooses not to provide a Social Security number. If a district chooses to 

request a Social Security number, it shall inform the individual that the disclosure is 

voluntary, provide the statutory or other basis upon which it is seeking the number, and 

explain what uses will be made of it.

• In all instances of information collection and review, it is essential that any request be 

uniformly applied to all students and not applied in a selective manner to specific groups 

of students.

Find more information in English and in Spanish, including a fact sheet and a frequently asked 

questions (FAQ) document, here:

• The English guidance documents:

Letter: http://www.ed.gov/ocr/letters/colleague-201405.pdf

Questions and Answers: http://www.ed.gov/ocr/docs/qa-201405.pdf

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Factsheet: http://www.ed.gov/ocr/docs/dcl-factsheet-201405.pdf

• The Spanish-language guidance documents:

Letter: http://www.ed.gov/ocr/letters/colleague-201405-sp.pdf

Questions and Answers: http://www.ed.gov/ocr/docs/qa-201405-sp.pdf

Factsheet: http://www.ed.gov/ocr/docs/dcl-factsheet-201405-sp.pdf

All of the same civil rights protections would apply to undocumented youth that apply to 

documented youth during and after enrollment. Please consult the Department of Education’s 

Office for Civil Rights for additional guidance at http://www.ed.gov/ocr/publications.html. 

English Learners (EL)

Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational 

Opportunities Act of 1974 (EEOA), public schools must ensure that English Learner (EL)

students can participate meaningfully and equally in educational programs.

The U.S. Department of Education and the U.S. Department of Justice issued joint guidance in 

January 2015 to remind state education agencies (SEAs), school districts, and public schools of 

their legal obligation to ensure that EL students can participate meaningfully and equally in 

educational programs.

For more information, please refer to U.S. Department of Education and U.S. Department of Justice 

joint Dear Colleague Letter, English Learner Students and Limited English Proficient Parents, 

January 7, 2015. http://www.ed.gov/ocr/letters/colleague-el-201501.pdf

For additional resources, including translations into various languages other than English, please visit 

http://www.ed.gov/ocr/ellresources.html 

For sample tools and resources to help state and local education agencies to support English 

Learners (ELs) by fulfilling these legal obligations, please see the U.S. Department of 

Education’s English Learner Tool Kit. http://www2.ed.gov/about/offices/list/oela/english-learnertoolkit/eltoolkit.pdf

Limited English Proficient (LEP) Parents

Federal civil rights laws require that SEA and school districts ensure meaningful 

communication with LEP parents in a language they can understand and to adequately notify 

LEP parents of information about any program, service, or activity of an SEA or school district 

that is called to the attention of non-LEP parents. 

For more information, please refer to U.S. Department of Education and U.S. Department of Justice 

joint Dear Colleague Letter, English Learner Students and Limited English Proficient Parents, 

January 7, 2015. http://www.ed.gov/ocr/letters/colleague-el-201501.pdf

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Tips for Secondary School Educators, Counselors, and Other Personnel

The U.S. Department of Education does not mandate or prescribe practices, models, or other activities in this 

Guide. This Guide contains examples of, adaptations of, and links to resources created and maintained by other 

public and private organizations. This information, informed by research and gathered in part from practitioners,

is provided for the reader’s convenience and is included here to offer examples of the many resources that 

educators, parents, advocates, administrators, and other concerned parties may find helpful and use at their 

discretion. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or 

completeness of this outside information. Further, the inclusion of links to items does not reflect their importance, 

nor is it intended to endorse any views expressed, or materials provided. All links were verified on October 19, 

2015. The list of resources may be updated and revised in the future.

********************************************************************************************

(1) Create Open and Welcoming Environments

Embrace and value diversity and the cultural backgrounds of all students. Teachers (and 

other educational personnel) who serve immigrant students should understand the cultural and 

educational backgrounds of their students.16 The development of trusting relationships with 

educators is especially important for undocumented youth, and affirming attitudes toward 

students’ backgrounds and cultures may help to facilitate greater mutual trust.

Examples: 

• Model multicultural sensitivity for students and other personnel. To be 

effective, cultural competency and advocacy must be implemented on 

multiple levels, and modeling is one approach for achieving this.

• Engage in self-reflection to address personal biases and increase 

multicultural competence.

• Proactively address bullying or subtle forms of discrimination between 

peers, education personnel, and others.

• Incorporate discussions around diversity and immigration into instruction.

• Plan and host trainings on multicultural issues that educate teachers and 

staff about the unique needs and challenges of undocumented students. 

Withhold judgment and biases about immigration status. Educators and other personnel 

should not make assumptions about students’ immigration status – including assuming that 

ethnicity or speaking languages other than English imply non-citizen status. Please see the 

legal guidelines section and the links therein (pages 7-8) for more information. 

Examples: 

• Do not inquire about a student’s immigration status. Youth may have 

legitimate fears about disclosing this information.

• Ensure that all students have access to important information about the 

educational rights of undocumented youth.

• If a youth discloses his or her immigration status, convey openness and an 

16 Gonzalez, Josue and Linda Darling-Hammond. New Concepts for New Challenges: Professional Development for 

Teachers of Immigrant Youth. Center for Applied Lingustics, ©1997. Page 28.

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assurance of confidentiality in discussing the topic.

• Keep in mind that some students may not have immigration-related 

documents that are needed for some school activities, such as field trips

across national borders and study-abroad opportunities.

Establish safe spaces that allow undocumented youth to share freely, engage with, and 

lead their peers. Some undocumented youth fear sharing information about their immigration 

status with others. For example, one survey found that over 80 percent of undocumented 

college students (including many DACA recipients) considered the deportation and 

immigration detention of themselves or family members a major concern.17 While respecting 

student privacy, schools and their staff should consider establishing safe spaces where

undocumented youth have the opportunity to share, engage with their peers, and build a 

school-based support system.

Examples:

• Provide support groups for immigrant students and their families, 

including those who might be undocumented. It may be difficult to garner 

wide participation in these groups depending on the school culture and 

openness of undocumented students and families. Ensure broad access by 

widely promoting this resource to all students and families. School 

counselors, mentors, and educators may also be able to help provide 

references to interested youth and families. Individually addressing fears of 

deportation in a sensitive manner may be needed.

• Work with school or district personnel to establish anti-bullying 

campaigns and participate in anti-stigma groups, which can develop 

awareness among all students, parents and educators.

Sources for these Tips and Other Resources:

1. Storlie, Cassandra A. and Elizabeth A. Jach. “Social Justice Collaboration in Schools: A Model for 

Working with Undocumented Latino Students.” Journal for Social Action in Counseling and Psychology: Vol. 

4, No. 2, 2012. http://www.psysr.org/jsacp/Storlie-v4n2-12_99-116.pdf

2. Gonzalez, Josue and Linda Darling-Hammond. New Concepts for New Challenges: Professional 

Development for Teachers of Immigrant Youth. Center for Applied Lingustics, ©1997. 

http://files.eric.ed.gov/fulltext/ED421018.pdf

3. “Guide for Teachers Helping Dreamers!” United We Dream: 2013. http://unitedwedream.org/wpcontent/uploads/2013/03/guide4teachers_daca.pdf

4. “Top 10 Ways to Support Undocumented Students.” Educators for Fair Consideration: 2012. 

http://www.e4fc.org/images/E4FC_EducatorTop10.pdf

5. Perez, William. “Higher Education Access for Undocumented Students: Recommendations for 

Counseling Professionals.” Journal of College Admission: Winter 2010. 

http://www.cccie.org/images/stories/Perez_2010-JCA.24210357.pdf

17 Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar Project. 

Institute for Immigration, Globalization & Education, UCLA (2015).

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(2) Build Staff Capacity and Knowledge about Undocumented Youth

Learn about the policies and laws affecting undocumented students’ access to education.

Educators, counselors, and other personnel are often in trusted positions and can serve as 

conduits of key information to students and their families. Because policies related to 

undocumented immigrants and education vary at State and local levels, education personnel 

can help provide clarity to youth and their families if they are informed about the relevant 

issues. Too often, educators and counselors lack this information and are not provided any 

specific training on these issues.18

Examples:

• Learn about the DACA policy.

• Learn about relevant State and local legislation that affect undocumented 

students, including those related to access to higher education (see pages

27-33 for more information).

• Work collaboratively to strengthen the multicultural competency of 

teachers, administrators, and school personnel.

• Develop and host multicultural trainings and workshops that educate and 

equip school staff to support undocumented students and their families.

• Provide general information about challenges facing undocumented 

students to educational personnel through email, handouts, and 

presentations.

• Inquire about whether your school district receives funds for English 

Learners (ELs) under Title III, Part A of the Elementary and Secondary 

Education Act (ESEA), because undocumented students who are ELs are 

eligible for services under that program.

Sources for these Tips and Other Resources:

1. Bahena, Sofia. “Supporting Undocumented Youth through Community Engagement.” Intercultural 

Development Research Association Newsletter: June-July 2015. 

http://www.idra.org/IDRA_Newsletter/June_July_2015_Accountability_and_Civic_Engagement/Supp

orting_Undocumented_Youth_through_Community_Engagement/

2. Storlie, Cassandra A. and Elizabeth A. Jach. “Social Justice Collaboration in Schools: A Model for 

Working with Undocumented Latino Students” http://www.psysr.org/jsacp/Storlie-v4n2-12_99-116.pdf

3. “Guide for Teachers Helping Dreamers!” United We Dream: 2013. http://unitedwedream.org/wpcontent/uploads/2013/03/guide4teachers_daca.pdf

4. “Top 10 Ways to Support Undocumented Students.” Educators for Fair Consideration: 2012. 

http://www.e4fc.org/images/E4FC_EducatorTop10.pdf

5. Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education 

and Training Success.” Migration Policy Institute: 2015. 

http://www.migrationpolicy.org/sites/default/files/publications/DACA-Fieldwork-Report.pdf

6. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

18 Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education and 

Training Success”. Migration Policy Institute: 2015.

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(3) Share Information and Resources with Youth and Families

Highlight the opportunities that exist to help undocumented youth access postsecondary 

education. Though undocumented youth face barriers to college access, educators and 

counselors can help students to persevere and stay motivated by conveying high expectations, 

providing extra support, and sharing helpful resources with youth and their families. 

Examples:

• Affirm that undocumented students can go to college, but that additional 

research may be needed because some options and services may not be 

available to them. If possible, offer to help students with this research.

• Share information on scholarships available for non-citizens. A growing 

number of private non-profit organizations, foundations, and other entities 

provide scholarships to undocumented youth and DACA recipients. See 

pages 38-43 for a sample list.

• If applicable, encourage scholarship sponsors to change their policies to be 

inclusive of undocumented students. 

Help to connect undocumented youth and their families to community resources and 

stakeholder organizations for more support. Coordination with community organizations 

can help provide a more cohesive system of support for undocumented youth and their families, 

connecting them to local resources and service providers.

Examples:

• Develop a coordinated outreach plan with immigrant youth-led 

organizations, advocacy groups, and other community-based organizations 

to support undocumented students and their families holistically.

Undocumented students may gain valuable socio-emotional support and 

access to resources by participating in advocacy organizations, especially 

those led by immigrant youth themselves, in their local communities or at 

institutions of higher education.

• Collaborate with youth-serving agencies in your community.

• Encourage students to explore whether they are eligible for other 

pathways to citizenship. 

Share information with undocumented youth and families about DACA consideration 

and renewal and support students requests for education records. When youth are 

requesting consideration for DACA, help to ensure that they seek information from official 

government sources such as USCIS or DHS. More information is available here. If youth are 

interested in seeking legal advice, recommend that they visit USCIS’s Find Legal Services

page. Most young people request consideration for DACA without needing any legal advice but 

for some, the process may be more challenging and legal assistance may be needed.

Examples:

• Provide students with information about how to obtain education records. 

See Appendix D for more information.

• Provide migrant students and families information about the availability of 

records through the MSIX system, a web-based platform that links States’ 

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student record systems to enable the national exchange of educational and 

health information for migratory children who are eligible for the Migrant 

Education Program (MEP) under the Elementary and Secondary 

Education Act (ESEA). See pages 48-49. 

• If requested, share materials regarding the process for attaining citizenship 

within the U.S. 

• Collaborate with trusted community-based organizations to answer 

undocumented students’ questions regarding pathways to citizenship.

Sources for these Tips and Other Resources:

1. Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education 

and Training Success.” http://www.migrationpolicy.org/sites/default/files/publications/DACAFieldwork-Report.pdf

2. “Guide for Teachers Helping Dreamers!” United We Dream: 2013. http://unitedwedream.org/wpcontent/uploads/2013/03/guide4teachers_daca.pdf

3. “Top 10 Ways to Support Undocumented Students.” Educators for Fair Consideration: 2012. 

http://www.e4fc.org/images/E4FC_EducatorTop10.pdf

4. Perez, William. “Higher Education Access for Undocumented Students: Recommendations for 

Counseling Professionals.” http://www.cccie.org/images/stories/Perez_2010-JCA.24210357.pdf

5. Bahena, Sofia. “Supporting Undocumented Youth through Community Engagement.” 

http://www.idra.org/IDRA_Newsletter/June_July_2015_Accountability_and_Civic_Engagement/Supp

orting_Undocumented_Youth_through_Community_Engagement/

6. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” Community College Consortium for Immigrant Education:

September 2012. 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

(4) Actively Engage Families and Community Organizations

Be empathetic and build positive relationships with undocumented youth and their 

families. Enter relationships with youth with a positive mindset; be consistently encouraging 

and willing to listen. Strive to establish trust with families as well as youth.

Examples:

• Understand the stress and other feelings undocumented youth and their 

families may experience.

When undocumented students trust their teachers or counselors, they may 

feel comfortable enough to reach out for help when they need it. This

connection provides an opportunity to give support to ensure that students 

do not have to face challenges alone.

Engage families of undocumented youth by ensuring communications are in a language 

and format understandable to parents. Please see the legal guidelines section and the links 

therein (pages 7-8) for more information.

13
October 20, 2015

Examples:

• Investigate broader translation and online documents written in multiple 

languages that can enhance a school or campus’s multicultural sensitivity. 

• Hire personnel who are multilingual and have received the requisite 

training as a translator or interpreter.

Be proactive and create frequent, flexible engagement opportunities for families.

Research has shown that undocumented youth attribute the support of actively engaged 

parents and families to helping them achieve academically and build resilience.19 Education 

personnel should approach relationships with families with openness and an aim to establish 

trust, acknowledging that this may be challenging for undocumented or mixed status families.

Examples:

• Facilitate office hours that will provide access to all families, including 

those of undocumented students. Stepping outside of traditional roles may 

help to build a trusting, therapeutic relationship with students and 

families.20

• Discuss and reflect cultural understanding of the expectations for 

undocumented students by their families. Acknowledge that some families

may have differing perspectives on postsecondary education, while still

communicating its value.

Leverage the leadership of undocumented college students and the community to engage 

and support undocumented youth. Undocumented youth who have successfully entered 

higher education have been shown to exhibit high levels of civic engagement and commitment 

to community service.21 These young leaders have the potential to be engaging and 

knowledgeable role models for undocumented youth in secondary school or college.

Examples:

• Create safe opportunities for undocumented students in secondary schools 

and at local institutions of higher education to serve as role models in the 

community.

• Host events that empower and put youth voices on display; these can be 

opportunities to raise awareness and support positive youth development.

• Connect community members with similar backgrounds (community 

activists, church members, undocumented college students, etc.) to serve as 

mentors for youth; these individuals may provide culturally responsive and 

sensitive insight to the challenges undocumented students experience.22

19 Perez, William et al. “Academic Resilience Among Undocumented Latino Students.” Hispanic Journal of 

Behavioral Sciences: Vol. 31, No. 2, 2009. 20 Griffin, Dana and Sam Steen. “A Social Justice Approach to School Counseling.” The Journal for Social Action in 

Counseling and Psychology: Vol. 3, 2011. 21 Wong, Tom K. and Carolina Valdivia. “In Their Own Words: A Nationwide Survey of Undocumented 

Millennials.” Center for Comparative Immigration Studies: Working Paper 191, May 2014. 22 Zalaquett, Carlos P. and Alana D. Lopez. “Learning from the Stories of Successful Undergraduate Latina/Latino 

Students: the Importance of Mentoring.” Mentoring & Tutoring: Vol. 4, No. 3, 2006.

14

 
October 20, 2015

Sources for these Tips and Other Resources:

1. Bahena, Sofia. “Supporting Undocumented Youth through Community Engagement.” 

http://www.idra.org/IDRA_Newsletter/June_July_2015_Accountability_and_Civic_Engagement/Supp

orting_Undocumented_Youth_through_Community_Engagement/

2. “Chapter 10: Tools and Resources for Ensuring Meaningful Communication with Limited English 

Proficient Parents.” English Learner Toolkit. U.S. Department of Education, Office of English Language 

Acquisition. http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

3. Storlie, Cassandra A. and Elizabeth A. Jach. “Social Justice Collaboration in Schools: A Model for 

Working with Undocumented Latino Students.” http://www.psysr.org/jsacp/Storlie-v4n2-12_99-

116.pdf

4. U.S. Department of Education and U.S. Department of Justice joint Dear Colleague Letter, English 

Learner Students and Limited English Proficient Parents, January 7, 2015.

http://www.ed.gov/ocr/letters/colleague-el-201501.pdf

5. “Guide for Teachers Helping Dreamers!” United We Dream: 2013. http://unitedwedream.org/wpcontent/uploads/2013/03/guide4teachers_daca.pdf

6. “Top 10 Ways to Support Undocumented Students.” Educators for Fair Consideration: 2012. 

http://www.e4fc.org/images/E4FC_EducatorTop10.pdf

7. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” Community College Consortium for Immigrant Education:

September 2012. 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

(5) Provide Additional Academic Supports to Undocumented Youth, if needed

Support undocumented youth and families in navigating the higher education admissions 

process. The admissions process for postsecondary institutions can be tough for undocumented 

youth, who face a number of additional hurdles. Undocumented students often must wade 

through State, local, and institutional policies when deciding to which higher education 

institutions they should apply and eventually attend.23 Counselors and educators can play an 

important supportive role for undocumented youth by helping them apply for college and 

determine financial aid options.

Examples:

• Walk through the higher education admissions process with 

undocumented youth to help them gain familiarity with key steps and 

important deadlines, and check in with them regarding their followthrough on key tasks.

• Provide support as students work to fulfill the application requirements for

academic essays and letters of recommendation.

• Engage parents and keep them involved during the college application and 

admissions experience, acknowledging that they may lack familiarity with 

these processes.

• Coordinate with local community colleges and other institutions to hold 

23 Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” Center for American 

Progress: 2014.

15

 
October 20, 2015

college tours and information sessions.

Provide ongoing support and individual help beyond the college application and 

admissions process. Ensure students have the opportunity to receive ongoing mentoring and 

advice, such as by connecting them to services available at community organizations or with 

other undocumented youth who may lead campus or stakeholder groups. 

Advocate for dual enrollment opportunities that are open to all secondary school 

students regardless of citizenship status. While dual enrollment may increase engagement 

and access to rigorous coursework for all students, anecdotal evidence suggests that it poses a 

particular benefit for undocumented students.24

Example:

• Promote dual enrollment in college courses during secondary school as a 

cost-saving college preparation strategy for undocumented youth, in 

particular.

Sources for these Tips and Other Resources:

1. Perez, William. “Higher Education Access for Undocumented Students: Recommendations for 

Counseling Professionals.” http://www.cccie.org/images/stories/Perez_2010-JCA.24210357.pdf

2. “Top 10 Ways to Support Undocumented Students” 

http://www.e4fc.org/images/E4FC_EducatorTop10.pdf

3. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

4. Storlie, Cassandra A. and Elizabeth A. Jach. “Social Justice Collaboration in Schools: A Model for 

Working with Undocumented Latino Students.” http://www.psysr.org/jsacp/Storlie-v4n2-12_99-

116.pdf

5. Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education 

and Training Success.” http://www.migrationpolicy.org/sites/default/files/publications/DACAFieldwork-Report.pdf

24 Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education and 

Training Success.” Migration Policy Institute: 2015.

16

 
October 20, 2015

Tips for Institutions of Higher Education (IHEs)

The U.S. Department of Education does not mandate or prescribe practices, models, or other activities in this 

Guide. This Guide contains examples of, adaptations of, and links to resources created and maintained by other 

public and private organizations. This information, informed by research and gathered in part from practitioners,

is provided for the reader’s convenience and is included here to offer examples of the many resources that 

educators, parents, advocates, administrators, and other concerned parties may find helpful and use at their 

discretion. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or 

completeness of this outside information. Further, the inclusion of links to items does not reflect their importance, 

nor is it intended to endorse any views expressed, or materials provided. All links were verified on October 19, 

2015. The list of resources may be updated and revised in the future.

********************************************************************************************

(1) Create Open and Welcoming Environments

Build a supportive and welcoming institutional environment for undocumented students.

Many undocumented youth are first-generation college students. Research has shown that, for 

these students, positive climates and culturally competent faculty may be important in 

facilitating persistence and college completion.25 26 Education personnel and IHEs should 

consider ways that they can make their support of undocumented students clear and help 

alleviate fears about students’ status.

Examples:

• Host an undocumented immigrant awareness day and consider partnering 

with community and stakeholder groups to amplify the event.

• Publicly demonstrate support for undocumented students.

• Educate all students about the challenges and strengths of undocumented 

students, such as by hosting an Undocumented Week. Each day, highlight 

an issue faced by undocumented students or celebrate an accomplishment 

of the undocumented immigrant community. 

• Ensure that youth are engaged and provided with a leading role in 

planning and executing any awareness events.

Sources for these Tips and Other Resources:

1. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

2. Richards, Jamie and Laura M. Bohorquez. “National Institutions Coming Out Day Toolkit: Institutional 

Policies and Programs with & for Undocumented Students.” United We Dream: DREAM Educational 

Empowerment Program: 2015. http://unitedwedream.org/wpcontent/uploads/2015/01/UWDN_InstitutionalToolKit_final-1.pdf

3. Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar 

Project. Institute for Immigration, Globalization & Education, UCLA (2015). 

http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf

25 Contreras, Frances. “Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in 

College”. Harvard Educational Review : Vol. 79, No. 4, 2009 26 Rendon, Laura I. “Facilitating Retention and Transfer for First Generation Students in Community Colleges.” 

National Center on Postsecondary Teaching, Learning, and Assessment: 1995. 

17

 
October 20, 2015

4. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

(2) Provide Services and Resources to Help Guide Undocumented Students

Develop services and resources that specifically support undocumented students. Case 

studies of undocumented youth in higher education have highlighted lingering feelings of 

stigma and fear related to their status, as well as instances of discrimination on campuses.27

Creating safe spaces that clearly affirm and support undocumented students can help youth feel

welcomed into the institutional community and connect them to resources that will meet 

additional needs, such as legal services and healthcare.

Examples:

• Create a safe place for undocumented students to connect and receive staff 

and peer support, as well as key information.

• Train all staff on the unique needs of undocumented students to help them 

provide additional supports and show sensitivity to youths’ concerns.

Share information about DACA with students, families, and the community. It may be 

particularly helpful for undocumented youth both at institutions of higher education and in the 

broader community to receive information about the DACA policy. As reputable institutions, 

colleges and universities can serve as important conduits of information on DACA.

Examples:

• Create a specific webpage on the institution’s Web site that contains 

updates on the DACA policy and other relevant policies and resources. 

• Convene community taskforces or meetings with community-based 

organizations, LEAs, schools, and other stakeholders to create a cohesive 

plan for sharing and dissemination information about DACA.

Be transparent by openly and proactively advertising the ways in which your institution 

supports undocumented students. Undocumented youth and their families may be new to the

U.S. higher education system, so it is important to make institutional policies and resources 

clear and ensure that this information is available in accessible formats.

Examples:

• Post resources for undocumented students clearly and prominently on the 

main campus or institutional Web site.

• Develop an undocumented student resource guide or brochure to help 

these students navigate the new institution and feel welcomed.

• Post FAQs and links to federal, State, and community resources on the 

institutional Web site and highlight on the institution’s social media 

outlets.

27 Contreras, Frances. “Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in 

College.” Harvard Educational Review : Vol. 79, No. 4, 2009.

18

 
October 20, 2015

• Include information on adult education or high school equivalency 

programs in your community.

• Develop relationships or transfer agreements with secondary schools or 

colleges that serve large number of undocumented students. 

• Offer accurate and unbiased information about the campus community for 

undocumented students to dispel myths and build support.

Sources for these Tips and Other Resources:

1. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

2. Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar 

Project. Institute for Immigration, Globalization & Education, UCLA (2015). Hooker, Sarah et al. 

“Lessons from the Local Level: DACA’s Implementation and Impact on Education and Training Success.” 

http://www.migrationpolicy.org/sites/default/files/publications/DACA-Fieldwork-Report.pdf

3. Richards, Jamie and Laura M. Bohorquez. “National Institutions Coming Out Day Toolkit: Institutional 

Policies and Programs with & for Undocumented Students.” http://unitedwedream.org/wpcontent/uploads/2015/01/UWDN_InstitutionalToolKit_final-1.pdf

4. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

(3) Communicate and Demonstrate Support for Undocumented Youth

Message publicly that your institution supports undocumented students and their rights 

to a high-quality education. By taking a public stand, IHEs can help to inspire more 

undocumented youth to pursue postsecondary education and to promote positive change that 

will increase college access for these youth.

Examples:

• Issue an institutional statement that clearly articulates its support of 

undocumented students.

• Include undocumented students in public forums. Encourage youth to 

share their stories and to request consideration for DACA or DACA

renewal. Showcase their stories in any media outreach campaigns and press 

releases. 

• Explore ways that an institution or university system can play an active 

role in expanding access for undocumented students, especially in States 

with exclusionary or less inclusive policies. 

Sources for these Tips and Other Resources:

1. Richards, Jamie and Laura M. Bohorquez. “National Institutions Coming Out Day Toolkit: Institutional 

Policies and Programs with & for Undocumented Students.” http://unitedwedream.org/wpcontent/uploads/2015/01/UWDN_InstitutionalToolKit_final-1.pdf

2. Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar 

Project. Institute for Immigration, Globalization & Education, UCLA 

(2015).http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf

19
October 20, 2015

3. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

4. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

(4) Provide Peer-to-Peer Support and Relationship-Building Opportunities

Create opportunities for undocumented youth empowerment through peer groups and 

other tools. Many undocumented youth, having overcome significant challenges to continue 

their studies, have great potential for leadership and activism, as demonstrated by the number 

of youth-led stakeholder groups and organizing and advocacy campaigns across campuses and 

cities.28 Create an environment that provides undocumented youth with the opportunity to 

organize and lead their peers at an institution or in the community.

Examples:

• Instill agency in youth by creating a safe community where undocumented 

students can speak openly.

• Start an undocumented student support group or club.

• Offer connections between student clubs and local stakeholder groups and 

community-based organizations to create additional support and more 

opportunities for youth to engage.

Sources for these Tips and Other Resources:

1. Richards, Jamie and Laura M. Bohorquez. “National Institutions Coming Out Day Toolkit: Institutional 

Policies and Programs with & for Undocumented Students.” http://unitedwedream.org/wpcontent/uploads/2015/01/UWDN_InstitutionalToolKit_final-1.pdf

2. Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar 

Project. Institute for Immigration, Globalization & Education, UCLA 

(2015).http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf

3. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

4. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

(5) Build Staff Capacity and Knowledge of Relevant Issues

Provide high-quality training for all staff who engage directly with students so they are 

equipped to support undocumented youth. With ever-changing State, local, and institutional 

policies, undocumented students often need help accessing clear and accurate information 

related to college access and institutional supports. As in secondary schools, educators and 

other personnel often do not receive specific training on how to support undocumented 

28 Perez, William et al. “Academic Resilience Among Undocumented Latino Students.” Hispanic Journal of 

Behavioral Sciences: Vol. 31, No. 2, 2009.

20

 
October 20, 2015

students. Institutions should invest in growing their staff capacity by developing increased 

knowledge of the needs of undocumented students, financial aid policies, and the DACA policy, 

among other topics. 

Examples:

• Train all key front-line staff offices (e.g., admissions, registrar, financial 

aid, and counseling) to build understanding about the DACA policy so that 

they know how to respond to student requests for transcripts and other 

documentation.

• Raise the awareness of advisors and other personnel of the unique needs of 

undocumented students and how to best serve them.

• Designate key staff as DACA “specialists” so that eligible undocumented 

youth have a go-to individual for accurate information and guidance.

• Train financial aid counselors so they are able to discuss issues that

undocumented students encounter and create specific Web sites or 

webpages on financial aid for undocumented students

• Partner with community-based organizations and youth groups to hold

annual trainings for all personnel about relevant State and local policies

• Partner with secondary schools to ensure counselors and educators have 

access to relevant information for undocumented students

Sources for these Tips and Other Resources:

1. Casner-Lotto, Jill. “Dreaming Big: What Community Colleges Can Do to Help Undocumented 

Immigrant Youth Achieve Their Potential.” 

http://www.cccie.org/images/stories/Supporting_Undocumented_Students_Promising_Practices_Septe

mber_2012_1.pdf

2. Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar 

Project. Institute for Immigration, Globalization & Education, UCLA 

(2015).http://www.undocuscholars.org/assets/undocuscholarsreport2015.pdf

3. Hooker, Sarah et al. “Lessons from the Local Level: DACA’s Implementation and Impact on Education 

and Training Success.” http://www.migrationpolicy.org/sites/default/files/publications/DACAFieldwork-Report.pdf

4. Richards, Jamie and Laura M. Bohorquez. “National Institutions Coming Out Day Toolkit: Institutional 

Policies and Programs with & for Undocumented Students.” http://unitedwedream.org/wpcontent/uploads/2015/01/UWDN_InstitutionalToolKit_final-1.pdf

5. Perez, Zenen Jaimes. “Removing Barriers to Higher Education for Undocumented Students.” 

http://www.luminafoundation.org/files/resources/removing-barriers-for-undocumented-students.pdf

21
October 20, 2015

Models from the Field

The U.S. Department of Education does not mandate or prescribe practices, models, or other activities in this 

Guide. This Guide contains examples of, adaptations of, and links to resources created and maintained by other 

public and private organizations. This information is provided for the reader’s convenience and is included here to 

offer examples of the many resources that educators, parents, advocates, administrators, and other concerned 

parties may find helpful and use at their discretion. The U.S. Department of Education does not control or 

guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of 

links to items does not reflect their importance, nor is it intended to endorse any views expressed, or materials 

provided. All links were verified on October 19, 2015. The list of resources may be updated and revised in the 

future.

********************************************************************************************

•The Mayor's Office of New Americans and Chicago Public Schools launched the Illinois 

Dream Act Counselor Training in summer 2013. Developed collaboratively with 

stakeholders, the training and curriculum that was developed provided an opportunity 

for school counselors to learn about the DACA policy, the Illiniois tuition equity law, 

college savings program, scholarships, and strategies and tools to help undocumented 

youth and families navigate their higher education options.

Build Capacity & Knowledge ~ Chicago, Illinois

•The New York Immigration Coalition (NYIC) collaborated with the Internationals 

Network for Public Schools to produce a guide on the U.S. higher education system, 

including college costs and scholarship opportutinies, which was released in 6 

languages and included case studies of undocumented families. NYIC has since 

partnered with the New York City Department of Education to instructionalize the 

guide and expand its focus to educators as well as parents and families.

Share Information & Resources ~ New York City, New York 

•As part of Omaha Public Schools, the Yates Community Center provides opportunities 

for parents who are immigrants or refugees to learn valuable language and career 

skills. The Community Center welcomes parents and community members to take part 

in ESL classes, sewing classes and a sewing lab, a computer lab, and provides access to 

an early childhood center.

Provide Supports to Families ~ Omaha, Nebraska

•At Johnson County Community College, the International and Immigrant Student 

Services Department incorporates staff from other offices into its workshops to ensure 

that the needs of immigrant students are met. The Department also collaborates with 

community organizations, student clubs, and employers to fundraise and assist 

undocumented students in identifying scholarship opportunities.

Provide Services & Resources ~ Overland Park, KS 

•Alongside other campuses in the University of California system, the University of 

California, Los Angeles (UCLA) created a campus resource center specifically to 

provide supports like mentoring, financial aid guidance, and a sense of belonging for 

undocumented students. Since 2011, the UCLA Labor Center has hosted Dream 

Summer - the first national internship program primarily for undocumented youth. 

Every year, dozens of undocumented youth from across the country are selected as 

interns and placed into social justice and labor organizations, where they can grow and 

flourish as leaders.

Create Open, Welcoming Environments ~ Los Angeles, CA

22
October 20, 2015

Some of the Web addresses in this publication are for sites created and maintained by organizations other than the 

U.S. Department of Education (ED). They are provided for the reader’s convenience. ED does not control or 

guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of 

particular Web addresses is not intended to reflect their importance, nor is it intended to endorse any views 

expressed or products or services offered on these outside sites, or the organizations sponsoring the sites. All links 

were verified on October 19, 2015.

********************************************************************************************

Resources

RESOURCE 

NAME

LINK DESCRIPTION

Guide for 

Teachers 

Helping 

Dreamers

http://unitedwedream.org/wpcontent/uploads/2013/03/guide4teachers_daca.

pdf

This guide was created for 

teachers and service providers 

who teach, mentor, and help 

undocumented youth. Intended to 

be a brief, easy-to-read guide on 

how to help undocumented youth 

and where they can get support. 

The Case for 

Undocumented 

Students in 

Higher 

Education

http://www.e4fc.org/images/E4FC_TheCase.pd

f

This report encourages 

scholarship providers and other 

funders to consider the merits of 

hardworking, high-achieving 

undocumented students and 

increase financial support to

enable them to more fully 

contribute to U.S. society.

Top 10 Ways 

to Support 

Undocumented 

Students

http://www.e4fc.org/images/E4FC_EducatorT

op10.pdf

A list of 10 powerful ways 

educators can support 

undocumented students. 

Supporting 

Undocumented 

Youth through 

Community 

Engagement

http://www.idra.org/IDRA_Newsletter/June_J

uly_2015_Accountability_and_Civic_Engagemen

t/Supporting_Undocumented_Youth_through_C

ommunity_Engagement/

A synthesis of relevant research 

and a list of recommendations for 

how schools can support 

undocumented youth.

DREAMING 

BIG: What 

Community 

Colleges Can 

Do to Help 

Undocumented 

Immigrant 

Youth Achieve 

Their Potential

Report:

http://www.cccie.org/images/stories/DREAMI

NG_BIG_CCCIE_Report_9-2012.pdf

Promising Practices Site:

http://www.cccie.org/community-collegeimmigration-promising-practices

This report provides community 

colleges promising practices to 

serve undocumented students in 

five areas: increasing college 

access, making college affordable, 

supporting college readiness and 

success, offering alternatives for 

adult learners, and improving 

college retention and completion.

23
October 20, 2015

Removing 

Barriers to 

Higher 

Education for 

Undocumented 

Students

https://cdn.americanprogress.org/wpcontent/uploads/2014/12/UndocHigherEdreport2.pdfThis report provides an overview 

of the labyrinth of policies from

federal, State, and postsecondary 

institutions that undocumented 

students must navigate to earn a 

degree. Lists recommendations 

for policymakers to help ensure 

that undocumented young people 

and the economy prosper by 

removing these barriers.

Social Justice 

Collaboration 

in Schools: A 

Model for 

Working with 

Undocumented 

Latino 

Students

http://www.psysr.org/jsacp/Storlie-v4n2-

12_99-116.pdf

This article describes the 

challenges encountered by 

undocumented Latino students 

and introduces a model that 

promotes social action within a 

K-16 system. Implementation 

may generate insights into how 

to educate professionals on 

realistic and empowering 

methods to give opportunities for 

undocumented Latino students.

The DREAM 

Educational 

Empowerment 

Program Web

site

http://unitedwedream.org/about/projects/educa

tion-deep/

The DREAM Educational 

Empowerment Program (DEEP) 

is a catalyst for educational 

justice and empowerment for 

immigrant students. DEEP 

educates, connects, and empowers 

immigrant students, parents and 

educators to close the 

opportunity gap and engage in 

local efforts to improve 

educational equity.

TheDream.US 

Resource Page

http://www.thedream.us/resources/ A list of links, toolkits, guides, 

and other information to help 

undocumented youth successfully

complete a college education.

Toolkit on 

Access to 

Postsecondary 

Education

https://www.nilc.org/eduaccesstoolkit.html This toolkit provides resources 

on State campaigns for tuition 

equity and a listing of 

scholarships and financial aid.

Information on 

DACA

https://www.nilc.org/dreamdeferred.html This document provides 

information on applying for or 

renewing DACA. It also provides 

information for DACA recipients 

on how to get a driver’s license, 

access to health care, how to file 

taxes with a Social Security 

24
October 20, 2015

number, and information on 

workplace rights issues.

UndocuPeers: 

Liberating 

Campus 

Climate 

Curriculum

http://unitedwedream.org/learn-can-useundocupeers-liberating-campus-climatecurriculum-school/This toolkit is made by and for 

undocumented students to 

engage educators on how to 

create a more inclusive school 

environment. 

National 

Educators 

Coming Out 

Day

http://unitedwedream.org/educatorsout Toolkit and pledge for educators 

on how to better support 

undocumented students.

National 

Institutions 

Coming Out 

Day

http://unitedwedream.org/learn-schools-canbetter-work-undocumented-students-joining-usnational-institutions-coming-day/Toolkit for high schools, colleges,

and universities that provides 

concrete steps to create a 

welcoming environment for all 

students regardless of 

immigration status.

The Educators 

Conference 

Toolkit

https://www.dropbox.com/s/yfb62ng3zd3ccje/ 

Educator_Conferences_Materials-2015-07-09.zip

?dl=0

A toolkit and list of examples for 

how educators or institutions can 

hold conferences to discuss the 

issues faced by non-citizen 

students. 

I have DACA 

and I can fill 

out the 

FAFSA? Say 

What!

Guide: http://unitedwedream.org/wpcontent/uploads/2014/04/DACAStepsforFAFS

A2014_Final.pdf

Webinar: 

https://www.youtube.com/watch?v=pHfOu_I9

fWw

A guide for how DACA recipients 

can use FAFSA and 

recommendations on what they 

should and should not do. A 

webinar is included for further 

reference.

Educators’ 

Back to School 

Toolkit

https://cliniclegal.org/educators-back-schooltoolkitCLINIC’s resources for educators 

provide an overview of DACA 

and DAPA, including their 

benefits and risks, and 

information about the application 

process and about seeking 

qualified legal assistance.

Helping Your 

Immigrant 

Students and 

School 

Community: 

Updates on 

Deferred 

Action 

Programs for 

Undocumented 

Webinar:

https://cliniclegal.org/resources/webinars/helpi

ng-your-immigrant-students-and-schoolcommunity-updates-deferred-action

Powerpoint:

https://cliniclegal.org/sites/default/files/daca_d

apa_for_educators_webinar_slides_5_5_15.pdf

CLINIC’s webinar for educators, 

counselors, and others working 

in schools and adult education 

programs who want to learn 

more about immigration relief for 

undocumented students and their 

families.

25
October 20, 2015

Youth and 

Family

Advisory for 

DACA 

Renewal and 

Advance Parole

http://www.ilrc.org/resources/daca-renewaland-advance-parole-practice-advisory-englishspanishThis document describes what 

steps a DACA recipient who 

travels on advance parole must 

take to ensure that they can 

successfully renew DACA.

Steps to Take if 

Your DACA 

Renewal is 

Delayed

http://www.ilrc.org/resources/steps-to-take-ifyour-daca-renewal-is-delayedThis guide outlines steps DACA 

renewal applicants can take if 

their renewal is delayed.

Travel for 

DACA 

Applicants 

(Advance 

Parole)

http://www.ilrc.org/resources/travel-for-dacaapplicants-advance-paroleThis guide explains when DACA 

recipients may be eligible to 

apply to travel outside the United 

States, what risks are involved, 

and how to prepare.

Living the 

American 

DREAM: 

Profiles of 

DACA 

Recipients

http://issuu.com/nclr/docs/livingtheamericandr

eam_61515?e=1871004/13532716

Stories of DACA recipients 

compiled by NCLR. It may help

educators and others learn about 

the impact of DACA and may be

shared with students to

encourage them to learn more.

Immigo 2.0 

Mobile App

For Information: 

http://live.nclr.org/issues/immigration/immigr

ant-integration/

For Download:

https://itunes.apple.com/us/app/immigo/id891

595380?mt=8

https://play.google.com/store/apps/details?id=c

om.probononet.immigo&hl=en

A free mobile app developed by 

NCLR and the Immigration 

Advocates Network that puts 

basic information about 

immigration at the fingertips of 

service providers. It includes 

basic information on DACA and a 

legal service directory for 

nonprofit legal service providers.

26
October 20, 2015

State Aid Policies 

The U.S. Department of Education does not mandate or prescribe policies, practices, models, or other activities in 

this Guide. This Guide contains examples of, adaptations of, and links to resources created and maintained by 

other public and private organizations. This information is provided for the reader’s convenience and is included 

here to offer examples of the many resources that educators, parents, advocates, administrators, and other 

concerned parties may find helpful and use at their discretion. The U.S. Department of Education does not control 

or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the 

inclusion of links to items does not reflect their importance, nor is it intended to endorse any views expressed, or 

materials provided. All links verified on October 19, 2015. The list of resources may be updated and revised in the 

future.

********************************************************************************************

Studies cite college costs as a fundamental barrier confronted by undocumented youth 

seeking to pursue postsecondary education.29 Undocumented youth are ineligible for Title IV 

Federal financial aid; the fact sheet and chart on pages 34-37 highlight the categories of

noncitizens which may be eligible for Federal financial aid. However, it is important to note 

that Federal law generally does not prohibit the admission of undocumented students –

including DACA recipients – to postsecondary educational institutions. Federal law also 

generally does not require institutions to determine or request any student’s citizenship or 

immigration status prior to enrollment, except under limited circumstances, commonly 

pertaining to the Student and Exchange Visitor Program. 

In recent years, many States have adopted policies that expand undocumented students’ 

access to higher education by tackling the issue of college affordability–widely referred to as 

“tuition equity policies.” Though the policies vary by State (and, in some cases, by 

institution), research has shown that since enactment, they have significantly increased the 

college enrollment of undocumented students in these States.30 According to the Institute for 

Higher Education Law and Governance at the University of Houston Law Center, 19 States 

allow undocumented immigrant students to pay in-state tuition rates, as of May 2015.31

These States are shown in dark blue, brown, and yellow on the map on page 28. The 

remaining, uncolored States have no known tuition equity policies.

Five States, which are profiled in this document and are shown in brown on the map, have 

gone further by allowing undocumented students to receive State financial aid. A handful of 

States have established policies barring undocumented students from enrollment in public 

institutions of higher education, also shown on the map in green.

32 Careful review of State 

laws and policies may be warranted.

The Department encourages undocumented students to check with their high school 

counselor or financial aid office to see whether completing the Free Application for Federal 

29 Suarez-Orozco, M. M., R. Teranishi, and C. E. Suarez-Orozco. “In the Shadows of the Ivory Tower: 

Undocumented Undergraduates and the Liminal State of Immigration Reform.” The UndocuScholar Project. 

Institute for Immigration, Globalization & Education, UCLA (2015). 30 Flores, Stella. “State Dream Acts: The Effect of In-State Resident Tuition Policies and Undocumented Latino 

Students.” The Review of Higher Education: Vol. 33, No. 2, 2010. 31 Olivas, Michael. “Table One: State Laws Allowing Undocumented College Students to Establish Residency, 

2015.” University of Houston Institute for Higher Education Law and Governance. 

http://www.law.uh.edu/ihelg/documents/Statute-TableOne.html Accessed: August 27, 2015 32 Olivas, Michael. “Table Two: States Restricting Access to Postsecondary Education, 2015.” University of Houston 

Institute for Higher Education Law and Governance. http://www.law.uh.edu/ihelg/documents/StatuteTableTwo.html Accessed: September 3, 2015

27

 
October 20, 2015

Student Aid (FAFSA) is the best way to apply for State and college student aid. Completing 

the FAFSA allows students to demonstrate their financial need, which may help provide 

access to private or institutional scholarships that take need into account. Please see the 

Department’s fact sheet on financial aid and undocumented students for more information.

Because of the dynamic nature of these policy decisions, be aware that this information may 

become out-of-date and that direct contact with a State or institutional representative will 

yield the most accurate information. Links for more information are below.

33

33 Mendoza, Gilberto. “Tuition Benefits for Immigrants.” National Conference of State Legislatures: July 15, 2015. 

http://www.ncsl.org/research/immigration/tuition-benefits-for-immigrants.aspx Accessed: September 4, 2015

28

 
October 20, 2015

California

The California Dream Act allows undocumented students who meet certain criteria to be 

eligible to receive financial aid funded through public universities, State administered financial 

aid, university grants, community college fee waivers, and Cal Grants.34

Students are eligible if they have attended a California high school for at least three years or 

graduated early from a California high school with the equivalent of three or more years of 

credit*, and

• Graduated from a California high school, or passed the California High School 

Proficiency Exam, or obtained a GED;

• Enrolled in an accredited and qualifying California college or university; and

• If applicable, complete(d) an affidavit to legalize immigration status as soon as eligible.

*If students graduated early from high school under this provision, they must also have 

attended California schools (elementary and secondary) for a cumulative total of three or more 

years.35

The State encourages undocumented students eligible for the California Dream Act to apply for 

financial aid through the California Dream Act Application, rather than completing a FAFSA.36

California has also recently enacted the California Dream Loan Program which extends loans 

to students who meet the requirements above and have financial need, and authorizes 

University of California (UC) and the California State University (CSU) campuses to 

participate.

37

For more information, please see these resources:

https://dream.csac.ca.gov/

http://www.csac.ca.gov/pubs/forms/grnt_frm/cal_grant_dream_act_faqs.pdf

http://www.e4fc.org/resources/californiadreamact.html

http://ideasla.org/index/

Washington State

Washington State permits undocumented students to attend its colleges and universities, and 

enables many to be eligible for State-funded financial aid through the REAL Hope Act. 

Undocumented students are eligible if they can affirmatively say:

• I have or will graduate from a high school or get my GED in Washington State;

34 “California Dream Act Frequently Asked Questions for Parents and Students”. California Student Aid Commission: 

2015.

35 Ibid. 36 Ibid. 37 “SB 1210 Postsecondary Education: California DREAM Loan Program (2013-2014)”. California Legislative 

Information: 2014. https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB1210

Accessed: September 5, 2014

29

 
October 20, 2015

• I have lived or will lived in Washington State for three years before graduating from 

high school; and

• I am going or plan to go to a public college or university in Washington State.38

Undocumented students are also eligible to pay in-state tuition at the state’s public colleges and 

universities if they have lived in Washington State at least three years and either 1) graduated 

from a Washington State high school and completed the senior year of high school in 

Washington or 2) have earned the equivalent of a high school diploma (e.g., GED).39

Washington provides a State financial aid application - Washington Application for State 

Financial Aid (WASFA), as an alternative to the FAFSA.

For more information, please see these resources:

http://realhopewa.org/

http://readysetgrad.org/wasfa

http://hb1079.org/

http://www.wadreamcoalition.org/new-page/

New Mexico

Through SB 582, New Mexico established in-state tuition and eligibility for State and 

institutional aid at New Mexico colleges and universities for undocumented students who meet 

the following criteria:

• Attended a New Mexico high school for at least a year; and

• Graduated from a New Mexico high school or obtained a GED in New Mexico.40

Because there is no uniform process for undocumented youth to access these benefits across the 

State, stakeholder organizations recommend reaching out to financial aid offices for New 

Mexico’s public institutions.41

For more information, please see these resources:

https://dreamact.info/students/in-state/new-mexico

http://www.nmlegis.gov/Sessions/05%20Regular/final/SB0582.pdf

http://hed.state.nm.us/programs/financial-aid-division.aspx

38 Latino/a Educational Achievement Project. http://realhopewa.org/ Accessed: August 27, 2015. 39 Latino/a Educational Achievement Project. http://hb1079.org/ Accessed: August 27, 2015. 40 Olivas, Michael. “Table One: State Laws Allowing Undocumented College Students to Establish Residency, 

2015.” 

41 “I HAVE DACA AND I CAN USE THE FAFSA? SAY WHAT?! A reference guide for DACA recipients.” 

United We Dream: 2014.

30

 
October 20, 2015

Texas

Through HB 1403 and SB 1528, Texas extended eligibility for in-state tuition rates and State 

financial aid to undocumented immigrants who meet the criteria for being considered Texas 

residents. Specifically, this requires a student to:

• Reside in Texas continually with a parent or guardian for the 36 months leading up to 

high school graduation or the receipt of a GED in Texas and for the 12 months prior to 

the census date of the term in which the student enrolls in an institution of higher 

education; and

• Sign an affidavit indicating his/her intent to apply for Legal Permanent Resident status 

as soon as he/she meets Federal eligibility requirements.42

Additionally, undocumented students who are classified as Texas residents by meeting the 

above criteria are eligible for state financial aid programs, depending on financial need and 

other program-specific requirements.43 Undocumented students may also be eligible to receive 

institutional aid at public institutions of higher education in Texas.

The State encourages undocumented students who qualify as Texas residents to use the Texas 

Application for State Financial Aid (TAFSA) in lieu of the FAFSA.44

For more information, please see these resources:

www.thecb.state.tx.us/index.cfm?objectid=CBAB40F1-943A-C22C-052A4D5288E006A1

http://www.collegeforalltexans.com

http://universityleadershipinitiative.org/

http://world.utexas.edu/isss/students/dreamers

http://www.alamo.edu/district/daca/

Minnesota

The MN Dream Act, signed into law in 2013, provides certain benefits to undocumented 

students who meet the following criteria:

45

• Attended a Minnesota high school for at least 3 years; 

• Graduated from a Minnesota high school or earned a GED in Minnesota; 

• Registered with the U.S. Selective Service (applies only to males 18 to 25 years old); and

• Provide documentation to show they have applied for lawful immigration status but 

only if a federal process exists for a student to do so (does not include requesting 

42 “Overview: Eligibility for In-State Tuition and State Financial Aid Programs.” Texas Higher Education 

Coordinating Board: 2015. 43 Ibid. 44 “Your Financial Aid Application - TASFA or FAFSA?” Texas Higher Education Coordination Board.

http://www.collegeforalltexans.com/index.cfm?objectid=D465D848-EA0F-C0EA-5209BC8C89262877 Accessed: 

September 1, 2015

45 “Minnesota Dream Act.” Minnesota Office of Higher Education.

http://www.ohe.state.mn.us/mPg.cfm?pageID=2056 Accessed: September 17, 2015

31

 
October 20, 2015

consideration for Deferred Action for Childhood Arrivals). There is currently not a 

federal process in place, so this documentation is not currently required.

Students who meet the criteria in the MN Dream Act will be eligible for the following benefits:

• In-state resident tuition rates at public colleges and universities.

• State financial aid available to students who meet state residency requirements.

• Privately funded financial aid through public colleges and universities.46

Undocumented students can apply for State financial aid by accessing the online MN Dream 

Act - State Financial Aid application.

For more information, please see these resources:

http://www.ohe.state.mn.us/pdf/MNDreamActFactSheet.pdf

http://www.ohe.state.mn.us/mPg.cfm?pageID=2056

http://www.ohe.state.mn.us/mPg.cfm?pageID=2065#instructions

http://www.ohe.state.mn.us/mPg.cfm?pageID=1586

Other Examples

Delaware offers free tuition to its community colleges for undocumented students, just as 

they do to other students graduating high school, through the “Student Excellence Equals 

Degree,” or SEED, scholarship. Undocumented students can qualify with the same eligibility as 

other students (e.g., minimum 2.5 GPA) as long as they:

• Attend a high school in Delaware for at least two consecutive years prior to 

graduating;

• Graduate from a high school in Delaware;

• Apply for all campus-based financial aid (scholarships, etc.) for which he or she would 

be eligible; and

• Submit a notarized Tuition Affidavit that certifies that the student is an undocumented 

person and that he or she has filed an application to legalize his/her immigration status 

or will file an application to legalize his/her application status as soon as he or she is 

eligible.

For more information, please see this resource:

https://www.dtcc.edu/admissions-financial-aid/financial-aid-scholarships/typesaid/seed/scholarship-requirements

46 Ibid.

32

 
October 20, 2015

Massachusetts allows DACA recipients who have received a valid Employment 

Authorization Document (EAD) to be considered Massachusetts residents for purposes of 

tuition and fees for state institutions of higher education,47 as long as they meet all other 

required criteria.48 

For more information, please see this resource:

http://www.mass.edu/foradmin/admissions/residency.asp

Oklahoma allows undocumented students meeting certain criteria to be eligible for out-ofstate tuition waivers and some financial aid (e.g., the Oklahoma Tuition Aid Grant Program). 

Currently, to qualify,49 an undocumented student must have:

• Graduated from a public or private Oklahoma high school;

• Resided in the state with a parent or legal guardian while attending classes at an 

Oklahoma public or private high school for at least two (2) years prior to graduation; 

and

• Satisfied admission standards for the institution.

Undocumented students with no current path to legal status are required to file an affidavit 

with the institution stating that he/she will file an application to legalize his or her 

immigration status at the earliest opportunity the student is eligible to do so and will present a 

copy of this application to the institution no later than one year after the USCIS provides such 

a formal process.

50

For more information, please see these resources:

http://www.okhighered.org/state-system/policy-procedures/2015/Chapter%203-2015.pdf

http://www.law.uh.edu/ihelg/undocumented/2008-1-2-guidancetoinstitutions.pdf

https://www.okcollegestart.org/Financial_Aid_Planning/Oklahoma_Grants/Oklahoma_Tuiti

on_Aid_Grant.aspx

https://www.okhighered.org/admin-fac/FinAidResources/docs/otag-handbook.pdf

http://www.dreamactok.org/

47 Papanikolaou, Constantia T. “Memorandum: Residency Status for Tuition Classification Purposes — Deferred 

Action for Childhood Arrivals.” Massachusetts Department of Higher Education:

http://www.mass.edu/bhe/lib/documents/DACAMemo11-21-12.pdf, 2012. Accessed: September 3, 2015. 48 “Board of Higher Education Residency Policy for Tuition Classification Purposes.” Massachusetts Department of 

Higher Education. http://www.mass.edu/bhe/lib/documents/2008-11-

12ResidencyStatuswithFormandDocuments.pdf Accessed: September 3, 2015. 49 “Policy and Procedures Manual - Chapter 3 - Academic Affairs.” Oklahoma State Regents for Higher Education. 

http://www.okhighered.org/state-system/policy-procedures/2015/Chapter%203-2015.pdf Accessed: September 

2, 2015

50 Ibid.

33

 
October 20, 2015

Many non-U.S. citizens qualify for Federal student aid.

Don’t assume you can’t get aid just because you’re not a citizen.

I am a non-U.S. citizen. Can I get Federal student aid?

Check with your college or career school financial aid office for more information. You are

considered an “eligible noncitizen” if you fall into certain categories, such as the ones listed 

below:1

1. You are a:

• U.S. national (includes natives of American Samoa or Swains Island) or

• U.S. lawful permanent resident with a Form I-551, I-151, or I-551C (Permanent 

Resident Card, Resident Alien Card, or Alien Registration Receipt Card), also 

known as a “green card”.

2. You have an Arrival-Departure Record (Form I-94) from the Department of 

Homeland Security (DHS) showing:2

• “Refugee,”

• “Asylum Granted,”

• “Cuban-Haitian Entrant (Status Pending),”

• “Conditional Entrant” (valid only if issued before April 1, 1980), or

• “Parolee” (you must be paroled for at least one year, and you must be able to 

provide evidence from the USCIS that you are in the United States for other 

than a temporary purpose with the intention of becoming a U.S. citizen or lawful 

permanent resident).

3. You hold a T nonimmigrant status (“T-visa”) (for victims of human trafficking) or 

your parent holds a T-1 nonimmigrant status. Your college or career school’s 

financial aid office will ask to see your visa and/or certification letter from the U.S. 

Department of Health and Human Services.2

4. You are recognized as a “battered immigrant-qualified alien” who is a victim of abuse 

by your citizen or lawful permanent resident spouse, or you are the child of a person 

designated as such under the Violence Against Women Act (VAWA).

2

5. You are a citizen of the Federated States of Micronesia, the Republic of the Marshall 

Islands, or the Republic of Palau. If this is the case, you may be eligible for only 

certain types of Federal student aid.

• Citizens of the Republic of Palau are eligible for Federal Pell Grants, Federal 

Supplemental Educational Opportunity Grants, and Federal Work-Study. 

1 Certain Native American students born in Canada with a status under the Jay Treaty of 1789 may also be eligible 

for Federal student aid. 2 To qualify for Federal student aid, certain eligible noncitizens must be able to provide evidence from the USCIS 

that they are in the United States for other than a temporary purpose with the intention of becoming a U.S. citizen 

or lawful permanent resident.

34

 
October 20, 2015

• Citizens of the Federated States of Micronesia and the Republic of the Marshall 

Islands are eligible for Federal Pell Grants only.

If I have been granted Deferred Action for Childhood Arrivals (DACA), am I 

eligible for Federal student aid?

Undocumented students, including DACA recipients, are not eligible for Federal student aid, 

but you may still be eligible for State or college aid, in addition to private scholarships.

If I have been granted DACA, should I still complete a FAFSA?

You should check with your high school counselor or financial aid office to see whether 

completing the FAFSA is the way to apply for State and college student aid. To begin your 

FAFSA, you must enter your Social Security number. While completing the FAFSA, you 

must answer the “Are you a U.S. citizen?” question as “No, I am not a citizen or eligible 

noncitizen.” After submitting your FAFSA, you should check with your school’s financial aid

office to see what types of financial aid you may be eligible to receive.

Read our fact sheet about undocumented students and financial aid.

Does my parents’ citizenship or immigration status affect my eligibility for aid?

No, your parents’ citizenship or immigration status does not affect your eligibility for 

Federal student aid. In fact, the Free Application for Federal Student Aid (FAFSA®) doesn’t 

even ask about your parents’ status. Learn about filling out the FAFSA. 

What if I have other documentation that isn’t listed above?

You are NOT an eligible noncitizen and cannot receive Federal student aid if

• You have only a “Notice of Approval to Apply for Permanent Residence” (I-171 or I464),

• You are in the U.S. in F-1 or F-2 nonimmigrant student status, or in J-1 or J-2 

nonimmigrant exchange visitor status, or

• You hold a G series visa (pertaining to international organizations).

If I’m not an eligible noncitizen, can I get any type of financial aid to study in the 

U.S.?

Yes, there may be some scholarships and other aid you can get.

• Check with your country’s embassy or a consulate here in the U.S. or with the 

appropriate government office back in your country to see what they offer.

• Review the scholarships list on pages 38-43.

• Try the U.S. Department of Labor’s free online scholarship search.

• Ask the college or career school you plan to attend whether they offer any aid for 

students like you.

• Check out the Education USA Web site.

35
 October 20, 2015

ELIGIBILITY CHART: FINANCIAL AID RESOURCES BY CITIZENSHIP OR IMMIGRATION STATUS

Types of Financial 

Assistance

U.S. 

Citizen 

or U.S. 

National 

Lawful 

Permanent 

Resident 

Other Noncitizens1

(Check with your college or career 

school financial aid office for more 

information.)

DACA 

recipient 

(granted by 

USCIS)

Undocumented 

(has no 

documentation)

Title IV, 

Federal 

Student 

Aid2

Grants Yes Yes Yes, if:3

• You are in T nonimmigrant status (“T 

visa”) or your parent is in T-1 

nonimmigrant status. 

• You are recognized as a “battered 

immigrant-qualified alien” who is a 

victim of abuse by your citizen or 

lawful permanent resident spouse, or 

your parent is designated as such.

• Your Arrival-Departure Record (Form 

I-94) from DHS shows “Refugee,” 

“Asylum Granted,” “Cuban-Haitian 

Entrant (Status Pending),” 

“Conditional Entrant,”4 or “Parolee.”5

No No

Loans Yes Yes No No

Work Study Yes Yes No No

State Aid (grants/loans) Varies by State

Institutional Aid Varies by institution

Private Scholarships Varies, depending on eligibility requirements

Private Loans Yes Varies. A U.S. citizen or lawful permanent resident may be needed as a cosigner.

1 Citizens of the Republic of Palau are eligible for Federal Pell Grants, Federal Supplemental Educational Opportunity Grants, and Federal Work-Study. 

Citizens of the Federated States of Micronesia and the Republic of the Marshall Islands are eligible for Federal Pell Grants only. Certain Native American 

students born in Canada with a status under the Jay Treaty of 1789 may also be eligible for Federal student aid. 2 Note: This includes programs authorized under Title IV of the Higher Education Act (HEA), such as the Federal TRIO programs. 3 To qualify for Federal student aid, other eligible noncitizens must be able to provide evidence from the USCIS that they are in the United States for other 

than a temporary purpose with the intention of becoming a U.S. citizen or lawful permanent resident. 4 Valid only if issued before April 1, 1980. 5 You must be paroled for at least one year, and you must be able to provide evidence from the USCIS that you are in the United States for other than a 

temporary purpose with the intention of becoming a U.S. citizen or permanent resident.

36

 
37
October 20, 2015

Scholarships Available to Undocumented Students

This information is provided for the reader’s convenience and is included here to offer examples of the many scholarships that 

educators, parents, advocates, administrators, and other interested parties may find helpful and use at their discretion. The U.S. 

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside 

information. In addition, the organizations sponsoring these scholarships are responsible for deciding whether or not to award a 

scholarship to any individual. The U.S. Department of Education plays no role in those decisions. Finally, the inclusion of links to 

items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided. All links verified on 

October 19, 2015.

Scholarship 

Name

Type

(Undergraduate

/Graduate)

Eligibility Amount Application 

Deadline

For More 

Information

La Unidad 

Latina

Undergraduate 

four-year college 

and graduate 

students

Must reside in the 

U.S.

$500 to 

$1,000

October 15, 2015 https://www.lulf.org

Elie Wiesel 

Prize in Ethics 

Essay Contest

Full-time college 

juniors and 

seniors attending

U.S. colleges or 

universities 

International and 

non-U.S. citizen 

students are 

eligible

$500 to 

$5,000

December 14, 

2015

www.eliewieselfoundati

on.org/entercontest.asp

x

Byron Hanke 

Fellowship

Graduate students Students must be 

working on topics 

related to 

community 

organizations

$2,000 to 

$5,000

May, 1, 2016 http://www.cairf.org/sc

holarships/hanke.aspx

Davis Putter 

Scholarship 

Fund

Undergraduate 

and graduate 

students

Citizenship is not 

a consideration; 

applicants must be 

living in the U.S.

and planning to 

enroll in school in 

the US to apply

$8,000 April 1, 2016 http://www.davisputter

.org/about/contact-us/

Google Lime 

Scholarship 

Program

Undergraduate 

and graduate 

students at 

universities in the 

U.S. or Canada

No citizenship 

requirements;

students with 

disabilities who 

are pursuing a 

degree in 

computer science, 

or a closely 

related technical 

field

$10,000 

5,000 CAD 

(for those 

studying in 

Canada)

January 18, 2016 https://www.google.co

m/edu/scholarships/the

-google-limescholarship/

Scholarship for 

Prospective 

Educators

High school 

seniors

Planning on 

majoring in 

education 

$500 to 

$2,000

April 1, 2016 http://pdkintl.org/prog

ramsresources/scholarshipsawards/prospectiveeducator-scholarships/

38
October 20, 2015

Scholarships Available to Undocumented Students

This information is provided for the reader’s convenience and is included here to offer examples of the many scholarships that 

educators, parents, advocates, administrators, and other interested parties may find helpful and use at their discretion. The U.S. 

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside 

information. In addition, the organizations sponsoring these scholarships are responsible for deciding whether or not to award a 

scholarship to any individual. The U.S. Department of Education plays no role in those decisions. Finally, the inclusion of links to 

items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided. All links verified on 

October 19, 2015.

Scholarship 

Name

Type 

(Undergraduate

/Graduate)

Eligibility Amount Application 

Deadline

For More 

Information

Golden Doors

Scholars

High school 

students or recent 

high school 

graduates 

Interest in the 

STEM fields and 

demonstration of 

strong leadership 

skills

N/A N/A http://www.goldendoor

scholars.org

Ayn Rand

We the Living 

Essay Contest

10th, 11th, and 12th

graders 

worldwide

No citizenship 

requirements 

$300 to 

$3,000

October 23, 2015 http://essaycontest.ayn

randnovels.com/WeThe

Living.aspx

Ayn Rand

Anthem

Essay Contest 

8th, 9th, and 10th

graders 

worldwide

No citizenship 

requirements

$200 to 

$2,000

March 25, 2016 https://www.aynrand.o

rg/students/essaycontests#anthem-1

Ayn Rand

The 

Fountainhead

Essay Contest

11th and 12th

graders 

worldwide

No citizenship 

requirements

$1,000 to 

$10,000

April 29, 2016 https://www.aynrand.o

rg/students/essaycontests#thefountainhe

ad-1

BMI Student 

Composer 

Award

Under the age of 

28 as of time of 

submission

Citizens of a 

country in the 

Western 

Hemisphere;

currently 

studying music, 

either in an 

educational 

institution or 

privately

N/A N/A http://bmifoundation.or

g/programs/info/bmi_s

tudent_composer_award

s

Berrien Fragos 

Thorn Arts 

Scholarship

Enrolled in school Must demonstrate 

an interest in 

pursuing further 

development of 

their talents

$2,500 November 1, 

2015

http://www.migrant.ne

t/migrant/scholarships

/thorn.htm

39
October 20, 2015

Scholarships Available to Undocumented Students

This information is provided for the reader’s convenience and is included here to offer examples of the many scholarships that 

educators, parents, advocates, administrators, and other interested parties may find helpful and use at their discretion. The U.S. 

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside 

information. In addition, the organizations sponsoring these scholarships are responsible for deciding whether or not to award a 

scholarship to any individual. The U.S. Department of Education plays no role in those decisions. Finally, the inclusion of links to 

items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided. All links verified on 

October 19, 2015.

Scholarship 

Name

Type 

(Undergraduate

/Graduate)

Eligibility Amount Application 

Deadline

For More 

Information

Mexican 

American 

Dream 

Scholarship

Undergraduates

at an accredited 4-

year university or 

a 2-year program 

at a community 

college 

Be an AB-540 

student;1 must 

reside or attend 

school in the 

following counties 

only: Los Angeles, 

Orange, Riverside, 

Inland Empire, 

and Ventura. 

$500 to 

$1,000

N/A http://www.cofem.org/

Resources/Documents/

2014+-

+2015+Mexican+Amer

ican+Dream+Scholarshi

p.pdf

Good Tidings 

Foundation 

Community 

Service 

Scholarship

High school 

seniors

Reside in one of 

the following 

California 

counties: 

Alameda, Contra 

Costa, Marin, 

Monterey, Napa, 

Sacramento, San 

Benito, San 

Francisco, San 

Joaquin, San 

Mateo, Santa 

Cruz, Santa Clara, 

Solano, Sonoma, 

Stanislaus, or 

Yolo

$5,000 October 27, 2015 http://www.goodtiding

s.org/index.php?id=23

1 To learn more about AB 540 eligibility, please see http://www.csac.ca.gov/pubs/forms/grnt_frm/cal_grant_dream_act_faqs.pdf.

40

 
October 20, 2015

Scholarships Available to Undocumented Students

This information is provided for the reader’s convenience and is included here to offer examples of the many scholarships that 

educators, parents, advocates, administrators, and other interested parties may find helpful and use at their discretion. The U.S. 

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside 

information. In addition, the organizations sponsoring these scholarships are responsible for deciding whether or not to award a 

scholarship to any individual. The U.S. Department of Education plays no role in those decisions. Finally, the inclusion of links to 

items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided. All links verified on 

October 19, 2015.

Scholarship 

Name

Type 

(Undergraduate

/Graduate)

Eligibility Amount Application 

Deadline

For More 

Information

Dr. Juan 

Andrade, Jr. 

Scholarship for 

Young Hispanic 

Leaders

Must be enrolled 

or accepted for 

enrollment as a 

full-time student, 

in a four-year or 

two-year 

institution in the 

U.S. or U.S. 

territories

At least one 

parent must be of 

Hispanic ancestry 

$1,000 December 31, 

2015

https://www.unigo.com

/scholarships/all/dr--

juan-andradescholarship-for-younghispanicleaders/1004012

Princeton Prize 

in Race 

Relations

9th,10th, 11th, and 

12th graders

Students of 

participating 

regions

$1,000 January 31, 2016 http://www.princeton.e

du/pprize/faq/

MALDEF Law 

School

Scholarship

Program

Law school 

students

Record of service 

to the Latino 

community

$1,000 to 

$5,000

September 1, 

2015

http://www.maldef.org

/leadership/scholarship

s/index.html

MALDEF 

Dream Act 

Student Activist 

Dream 

Scholarship 

Program

College and 

graduate students

Record of activism 

around immigrant 

rights and/or 

active in the 

Dreamer 

movement

$5,000 N/A http://maldef.org/leade

rship/scholarships/

TheDream.US High school 

graduates

Have come to the 

United States 

before reaching 

your 16th

birthday; 

demonstrated 

financial need

Covers 

tuition and 

fees for an 

associate’s 

or 

bachelor’s 

degree at 

partner 

colleges

February 15, 

2016

http://www.thedream.u

s

41
October 20, 2015

Scholarships Available to Undocumented Students

This information is provided for the reader’s convenience and is included here to offer examples of the many scholarships that 

educators, parents, advocates, administrators, and other interested parties may find helpful and use at their discretion. The U.S. 

Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside 

information. In addition, the organizations sponsoring these scholarships are responsible for deciding whether or not to award a 

scholarship to any individual. The U.S. Department of Education plays no role in those decisions. Finally, the inclusion of links to 

items does not reflect their importance, nor is it intended to endorse any views expressed, or materials provided. All links verified on 

October 19, 2015.

Scholarship 

Name

Type 

(Undergraduate

/Graduate)

Eligibility Amount Application 

Deadline

For More 

Information

New Leader 

Scholarship 

Students who 

have attended the 

school for one 

academic year or 

more, with 60 

units or more, 24 

of which were 

attained at the 

present university

Enrollment in one 

of the following 

Bay area public 

universities: 

California State 

University, East 

Bay Campus; San 

Francisco State 

University; San 

Jose State 

University; 

Sonoma State 

University; or 

University of 

California at 

Berkeley

$8,000 March 10, 2016 http://newleaderscholar

ship.org/apply/

10,000 Degrees 

Undergraduate 

Scholarship

Enrolled in an 

average of 12 

academic units per 

term during 2016-

17 academic year

Demonstrated 

financial need

N/A March 2, 2016 http://www.10000degr

ees.org/students/schola

rships/undergraduatescholarships/

Chicano 

Organizing & 

Research in 

Education–Que 

Llueva Café 

Scholarship

High school 

graduates who 

will enroll for the 

first time in an 

accredited college 

or university in 

the U.S. or Puerto 

Rico.

All students in all 

U.S. States and 

Puerto Rico

N/A N/A http://www.cacore.org/que_llueva_caf

e_scholarship_program

Illinois Latino 

Council of 

Higher 

Education 

(ILACHE)

High school 

seniors or a 

continuing 

undergraduate 

level college 

students

Latino/a students 

in Illinois

$1,000 N/A http://ilache.com/schol

arship.html

42
43
October 20, 2015

The following Web addresses are for sites created and maintained by organizations other than the U.S. 

Department of Education (ED). They are provided for the reader’s convenience. ED does not control or guarantee 

the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of particular 

Web addresses is not intended to reflect their importance, nor is it intended to endorse any views expressed or 

products or services offered on these outside sites, or the organizations sponsoring the sites. All links were verified 

on October 19, 2015.

*************************************************************************************

Federally Funded Adult Education and Family Literacy Programs for DACA 

Guidelines

Individuals considering requesting Deferred Action for Childhood Arrivals (DACA), an 

initiative administered by the Department of Homeland Security, may be able to establish that 

they are “currently in school” for purposes of the DACA guidelines by, among other things, 

providing evidence that they are enrolled in an education, literacy, or career training program 

that is publicly funded, administered by a non-profit organization, or is of demonstrated 

effectiveness. Details regarding the educational guidelines for DACA are contained in the 

Frequently Asked Questions document on the USCIS website linked to above.

The Adult Education and Family Literacy Act (Title II of the Workforce Innovation and 

Opportunity Act) authorizes and provides funding for adult education programs that provide 

instruction below the postsecondary level to adults who are 16 years or older. Programs, which 

include adult basic education (ABE), adult secondary education (ASE), and English as a second 

language (ESL), are designed to improve basic reading, writing, numeracy, and English 

language skills; assist adults in completing secondary school; prepare them for successful 

transition to postsecondary education and work; and support civics education for new 

Americans who are learning English.

This document provides links to information about local adult education programs (including 

education and literacy programs) that receive public funding from the Federal government.

State Website

Alabama https://www.accs.cc/index.cfm/adult-education/adult-education-providers/

Alaska http://www.ajcn.state.ak.us/abe/abe_dir.pdf

Arizona http://www.azed.gov/adultedservices/

Arkansas http://ace.arkansas.gov/adultEducation/directoryPrograms/Pages/programs.aspx

California http://www.otan.us/caaeproviders/

Colorado www.cde.state.co.us/cdeadult/aefldirectory

Connecticut http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Adult/providerdirectory.pdf

44
October 20, 2015

State Website

Delaware http://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/Domain/164/Dela

ware%20Community%20Adult%20%20Education%20Program.pdf

District of Columbia http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/AFE

%20-%20Guide%20to%20Adult%20Education%20Services%20-

%20%2019th%20Edition_with%20DOES%20Career%20Centers.pdf

Florida http://data.fldoe.org/workforce/contacts/default.cfm?action=showList&ListID=6

7

Georgia https://tcsg.edu/all_documents/current_ae_program_directory.pdf

Hawaii http://www.hawaiipublicschools.org/TeachingAndLearning/AdultEducation/Pag

es/Home.aspx

Idaho http://pte.idaho.gov/pdf/ABE/ABEContactInfo.pdf (PDF) or 

http://pte.idaho.gov/ABE/Contact_Us.html (website where PDF can be found)

Illinois http://www.ilcco.net/adulted/index1.cfm

Indiana http://www.in.gov/dwd/adulted_locations.htm

Iowa https://www.educateiowa.gov/adult-career-community-college/adult-educationand-literacy#Directory_of_AEL_Programs_by_Area

Kansas http://65.162.96.52/adult_education_centers

Kentucky http://www.kyvae.org/countycontacts.aspx

Louisiana http://lapcae.org/providers.html

Maine http://www.maineadulted.org/programs/

Maryland http://www.dllr.state.md.us/gedmd/programs.shtml

Massachusetts http://acls.doemass.org/

Michigan http://www.michigan.gov/wda/0,5303,7-304-64362---,00.html

Minnesota http://w20.education.state.mn.us/AdultBasicEdFinder/

Mississippi http://www.sbcjc.cc.ms.us/Adulted/abedirectors.aspx

Missouri http://dese.mo.gov/adult-learning-rehabilitation-services/adult-educationliteracy/missouri-ael-programs

Montana http://opi.mt.gov/pdf/ABE/MTABLEPrograms.pdf (PDF) or 

http://opi.mt.gov/Programs/CTAE/ABE.html (website where PDF can be found) 

Nebraska http://www.education.ne.gov/ADED/pdfs/Nebraska_Adult_Education_Directors.

45
October 20, 2015

State Website

pdf

Nevada http://www.nevadaadulteducation.org/Students_and_Supporters/Adult_Literacy_

and_Language_Programs/Ad 

ult_Literacy_and_Language_Programs_in_Nevada.html

Adult High Schools: 

http://www.nevadaadulteducation.org/Students_and_Supporters/Adult_High_Sch

ool_Programs/Adult_High_School_Programs_in_Nevada.html

Adult Literacy and Language Programs: 

http://www.nevadaadulteducation.org/Students_and_Supporters/Adult_Literacy_

and_Language_Programs/Adult_Literacy_and_Language_Programs_in_Nevada.h

tml

New Hampshire www.education.nh.gov/career/adult/index.htm

New Jersey http://jobs4jersey.com/jobs4jersey/jobseekers/training/literacytraining.html

New Mexico http://hed.state.nm.us/programs/abe-division-program-service-area-map.aspx

New York www.ACCES.nysed.gov/county/informationbycounty.html

North Carolina http://www.nccommunitycolleges.edu/college-and-career-readiness/communitybased-organizations

North Dakota https://www.nd.gov/dpi/Administrators/AdultEd/alc_centers/

Ohio https://www.ohiohighered.org/able/locations

Oklahoma http://www.ok.gov/sde/sites/ok.gov.sde/files/documents/files/ALC%20listing%2

0Feb.%202014.pdf

Oregon http://www.oregon.gov/ccwd/ABE/PDF/OregonProvidersAdultBasicEducation.

pdf

Pennsylvania http://www.paadultedresources.org/find-an-adult-ed-program.html

Rhode Island https://www.ride.ri.gov/Portals/0/Uploads/Documents/Students-and-FamiliesGreat-Schools/Educational- Programming/Adult-Education-Standards/AEProgram-Map2013.pdf

South Carolina http://ed.sc.gov/instruction/adult-education/

South Dakota http://dlr.sd.gov/workforce_training/ael_locations.aspx

Tennessee http://www.tn.gov/workforce/topic/high-school-testing

Texas http://www-tcall.tamu.edu/provider/search.htm

46
October 20, 2015

State Website

Utah http://www.schools.utah.gov/adulted/DOCS/Community/AEProgramDirectory.a

spx

Vermont http://education.vermont.gov/adult-education/locations

Virginia http://www.valrc.org/resources/websites.html

Washington http://www.sbctc.ctc.edu/college/_e-abe_providerslist.aspx

West Virginia http://www.wvabe.org/class_directory/index.cfm

Wisconsin http://dcf.wisconsin.gov/refugee/education/default.htm

Wyoming http://communitycolleges.wy.edu/Data/Sites/1/commissionFiles/abe/centers--

locations/locations-abe-centers.pdf

47
October 20, 2015

Migrant Student Records

The following information is adapted from the Department’s “Questions and Answers about Education Records”

document. Education records are kept by schools about students who are or were enrolled in the school. Education 

records can be used when students apply for college or entry into other education programs such as career training 

programs, as well as when students request Deferred Action for Childhood Arrivals (DACA), an immigration 

initiative administered by the Department of Homeland Security. We are referring to this information to support 

undocumented students in requesting consideration for DACA and to make it easier for migrant students, in 

particular, to obtain their education records, as this group may need additional encouragement and support in the

DACA process. The full Question and Answer document (included in Appendix D) provides answers to frequently 

asked questions about education records, including types of records, what they contain, how to locate them, and 

how to request them.

**********************************************************************************************

• What is MSIX?

MSIX is a web-based platform that links States’ student record systems to enable the national 

exchange of educational and health information for migratory children who are eligible for the 

Migrant Education Program (MEP) under ESEA. Using information that States collect and 

maintain in their own student record systems, MSIX generates a Consolidated Student Record. 

The Consolidated Student Record compiles educational and health-related data from schools and 

migrant education programs in which a migratory child has enrolled, within and across States. 

• Does the Consolidated Student Record contain information from every school a

migratory child has ever attended?

Not necessarily. The Consolidated Student Record only contains information from times in a 

migratory child’s schooling when he or she was enrolled in the MEP. The information 

contained in MSIX also depends on the amount of information that States provide and how 

frequently this information is uploaded.

• Should MSIX have information on a child if he or she was enrolled in the MEP,

but not in a school?

Yes. If the child was enrolled in the MEP, but not in school, MSIX should contain data on the

child such as demographic data, dates and locations of MEP-qualifying moves, and the

names/dates/locations of the MEP projects and/or school districts in which the child was

enrolled.

• Who can request a copy of a Consolidated Student Record from the Department 

of Education?

Any MEP-eligible or formerly MEP-eligible child may request a copy of his or her own

record. If the child is a minor (under the age of 18 in most States) the child’s parent or 

guardian may request a copy of the record on the child’s behalf. Such requests can also be 

made to School Districts and States and would be subject to the requirements of the Family 

48
October 20, 2015

Educational Rights and Privacy Act (FERPA), 20 U.S.C. 1232g and 34 CFR Part 99. 

• How can a child or a parent/guardian request a copy of his or her Consolidated 

Student Record?

A copy of the MSIX Consolidated Student Record can be accessed in one of three ways. We 

present first the option that is easiest and fastest for children and parents/guardians.

Option 1

The best way to obtain a copy of the Consolidated Student Record is by contacting

administration officials at the nearest school district. If school district personnel have access to 

MSIX, they will verify the child’s identity (or, if applicable, the parent/guardian’s identity)

using reasonable methods. Once they have verified this information, the school district staff will

locate the child’s record in MSIX.

If children or parents/guardians are unable to obtain the record from the school district,

they may contact a State-level MSIX User Administrator (see Option 2).

Option 2

Contact State-level MSIX User Administrators in any State that participates in the MEP. All 

States, with the exception of Connecticut, Rhode Island, and West Virginia currently 

participate. Contact information for State-level MSIX User Administrators is available at 

https://msix.ed.gov or by calling the MSIX Help Desk: MSIXSupport@deloitte.com or 1-866-

878-9525, 9:30AM - 6:30PM Eastern Time Monday through Friday, except Federal Holidays.

State MEP staff with access to MSIX will verify the child’s identity (or, if applicable, the

parent/guardian’s identity) using reasonable methods. Once they have verified this

information, State MEP staff will locate the child’s record in MSIX.

If children or parents/guardians are unable to obtain the record from the State, they may

contact the U.S. Department of Education Office of Migrant Education (OME) (see Option 3).

Option 3

Contact OME for specific instructions on how to access a copy of the Consolidated Student 

Record. OME can be contacted at: U.S. Department of Education Office of Migrant

Education 400 Maryland Avenue, SW, Washington, DC 20202. Phone: (202) 260-1164.

Email: msix@ed.gov.

49
Deferred action for childhood arrivals (DACA) allows certain individuals, who meet specific guidelines, to 

request consideration of deferred action from USCIS. Individuals who receive deferred action will not be 

placed into removal proceedings or removed from the United States for a specified period of time unless 

terminated. If you receive deferred action, you may be eligible for employment authorization. You may 

request deferred action for childhood arrivals if you meet the following guidelines:

Can I be considered?

Review Guidelines

You came to the United 

States before reaching 

your 16th birthday

You have continuously 

resided in the United States 

since June 15, 2007, 

up to the present time

You were under the age 

of 31 as of June 15, 2012

You never

had a lawful immigration status 

on or before June 15, 2012, or 

any lawful immigration status 

or parole that you obtained had 

expired as of June 15, 2012

You are currently in school, 

have graduated or obtained your 

certificate of completion from high 

school, have obtained your General 

Educational Development 

certification, or you are an 

honorably discharged 

veteran of the Coast Guard 

or Armed Forces of the 

United States

You have not been convicted of 

a felony, significant misdemeanor, 

or three or more misdemeanors, 

and do not otherwise pose a threat 

to national security or public safety

You were physically 

present in the United 

States on June 15, 2012, 

and at the time of 

making your request 

for consideration of 

deferred action

with USCIS

How do I file?

Collect documents 

as evidence you meet 

the guidelines

Complete

USCIS Form I-821D, 

I-765 and I-765 

Worksheet

Mail USCIS 

forms and fees

(total $465)

Visit your local USCIS 

Application Support 

Center for a scheduled 

biometric services 

appointment

Check the status of 

your request online

Renew your DACA

On your Form I-797,

Notice of Action

Find your DACA Form I-766 - The date your 

expiration date Employment Authorization 

Document (EAD) expires

SUBMIT

renewal request

4 months or 120 days before your

current period of DACA expires.

Ensure you meet the following

You met the initial 

DACA requirements

You did not depart 

the United States on 

or aer August 15, 

2012, without 

advance parole

You have continuously 

resided in the United 

States since you 

submitted your most 

recent DACA request 

that was approved

You have not been 

convicted of a felony, a 

significant misdemeanor, 

or three or more 

misdemeanors, and do 

not otherwise pose a 

threat to national security 

or public safety

Complete and mail forms to USCIS

Form I-821D, Consideration of

Deferred Action for Childhood Arrivals

Form I-765, Application for 

Employment Authorization Form I-765WS, Worksheet

REMEMBER: Read instructions carefully • Sign the forms • Pay $465 fee

If you have questions about your request,

please call USCIS Customer Service at

1-800-375-5283 or 1-800-767-1833 (TDD).

www.uscis.gov/childhoodarrivals

U.S. Department of Justice

Civil Rights Division

U.S. Department of Education

Office for Civil Rights

Office of the General Counsel

May 8, 2014

Dear Colleague: 

Under Federal law, State and local educational agencies (hereinafter “districts”) are required to 

provide all children with equal access to public education at the elementary and secondary level. 

Recently, we have become aware of student enrollment practices that may chill or discourage the 

participation, or lead to the exclusion, of students based on their or their parents’ or guardians’ 

actual or perceived citizenship or immigration status. These practices contravene Federal law. 

Both the United States Department of Justice and the United States Department of Education 

(Departments) write to remind you of the Federal obligation to provide equal educational 

opportunities to all children residing within your district and to offer our assistance in ensuring that 

you comply with the law. We are writing to update the previous Dear Colleague Letter on this 

subject that was issued on May 6, 2011, and to respond to inquiries the Departments received 

about the May 6 Letter. This letter replaces the May 6 Letter. 

The Departments enforce numerous statutes that prohibit discrimination, including Titles IV and VI 

of the Civil Rights Act of 1964. Title IV prohibits discrimination on the basis of race, color, or 

national origin, among other factors, by public elementary and secondary schools. 42 U.S.C. 

§ 2000c-6. Title VI prohibits discrimination by recipients of Federal financial assistance on the basis 

of race, color, or national origin. 42 U.S.C. § 2000d. Title VI regulations, moreover, prohibit 

districts from unjustifiably utilizing criteria or methods of administration that have the effect of 

subjecting individuals to discrimination because of their race, color, or national origin, or have the 

effect of defeating or substantially impairing accomplishment of the objectives of a program for 

individuals of a particular race, color, or national origin. See 28 C.F.R. § 42.104(b)(2) and 34 C.F.R. 

§ 100.3(b)(2). 

Additionally, the United States Supreme Court held in the case of Plyler v. Doe, 457 U.S. 202 (1982), 

that a State may not deny access to a basic public education to any child residing in the State, 

whether present in the United States legally or otherwise. Denying “innocent children” access to a 

public education, the Court explained, “imposes a lifetime hardship on a discrete class of children 

not accountable for their disabling status. . . . By denying these children a basic education, we deny 
Page 2 – Dear Colleague Letter: School Enrollment Procedures

them the ability to live within the structure of our civic institutions, and foreclose any realistic 

possibility that they will contribute in even the smallest way to the progress of our Nation.” Plyler, 

457 U.S. at 223. As Plyler makes clear, the undocumented or non-citizen status of a student (or his 

or her parent or guardian) is irrelevant to that student’s entitlement to an elementary and 

secondary public education.

To comply with these Federal civil rights laws, as well as the mandates of the Supreme Court, you 

must ensure that you do not discriminate on the basis of race, color, or national origin, and that 

students are not barred from enrolling in public schools at the elementary and secondary level on 

the basis of their own citizenship or immigration status or that of their parents or guardians. 

Moreover, districts may not request information with the purpose or result of denying access to 

public schools on the basis of race, color, or national origin. To assist you in meeting these 

obligations, we provide below some examples of permissible enrollment practices, as well as 

examples of the types of information that may not be used as a basis for denying a student 

entrance to school. 

In order to ensure that its educational services are enjoyed only by residents of the district, a 

district may require students or their parents to provide proof of residency within the district. 

See, e.g., Martinez v. Bynum, 461 U.S. 321, 328 (1983).1 For example, a district may require copies 

of phone and water bills or lease agreements to establish residency. While a district may restrict 

attendance to district residents, inquiring into students’ citizenship or immigration status, or that of 

their parents or guardians would not be relevant to establishing residency within the district. A 

district should review the list of documents that can be used to establish residency and ensure that 

any required documents would not unlawfully bar or discourage a student who is undocumented 

or whose parents are undocumented from enrolling in or attending school. 

As with residency requirements, rules vary among States and districts as to what documents 

students may use to show they fall within State- or district-mandated minimum and maximum age 

requirements, and jurisdictions typically accept a variety of documents for this purpose. A school 

district may not bar a student from enrolling in its schools because he or she lacks a birth certificate 

or has records that indicate a foreign place of birth, such as a foreign birth certificate. 

1

Homeless children and youth often do not have the documents ordinarily required for school enrollment such as 

proof of residency or birth certificates. A school selected for a homeless child must immediately enroll the homeless 

child, even if the child or the child’s parent or guardian is unable to produce the records normally required for 

enrollment. See 42 U.S.C. § 11432(g)(3)(C)(1).

 
Page 3 – Dear Colleague Letter: School Enrollment Procedures

Moreover, we recognize that districts have Federal obligations, and in some instances State 

obligations, to report certain data such as the race and ethnicity of their student population. While 

the Department of Education requires districts to collect and report such information, districts 

cannot use the acquired data to discriminate against students; nor should a parent’s or guardian’s 

refusal to respond to a request for this data lead to a denial of his or her child’s enrollment.

Similarly, we are aware that many districts request a student’s social security number at enrollment 

for use as a student identification number. A district may not deny enrollment to a student if he or 

she (or his or her parent or guardian) chooses not to provide a social security number. See 5 U.S.C. 

§552a (note).2 If a district chooses to request a social security number, it shall inform the individual 

that the disclosure is voluntary, provide the statutory or other basis upon which it is seeking the 

number, and explain what uses will be made of it. Id. In all instances of information collection and 

review, it is essential that any request be uniformly applied to all students and not applied in a 

selective manner to specific groups of students.

As the Supreme Court noted in the landmark case of Brown v. Board of Education, 347 U.S. 483 

(1954), “it is doubtful that any child may reasonably be expected to succeed in life if he [or she] is 

denied the opportunity of an education.” Id. at 493. Both Departments are committed to 

vigorously enforcing the Federal civil rights laws outlined above and to providing any technical 

assistance that may be helpful to you so that all students are afforded equal educational 

opportunities. As immediate steps, you first may wish to review the documents your district 

requires for school enrollment to ensure that the requested documents do not have a chilling 

effect on a student’s enrollment in school. Second, in the process of assessing your compliance 

with the law, you might review State and district level enrollment data. Precipitous drops in the 

enrollment of any group of students in a district or school may signal that there are barriers to their 

attendance that you should further investigate. 

We are also attaching frequently asked questions and answers and a fact sheet that should be helpful 

to you. Please contact us if you have additional questions or if we can provide you with assistance in 

ensuring that your programs comply with Federal law. You may contact the Department of Justice, 

Civil Rights Division, Educational Opportunities Section, at (877) 292-3804 or education@usdoj.gov, 

the Department of Education Office for Civil Rights (OCR) at (800) 421-3481 or ocr@ed.gov or the 

Department of Education Office of the General Counsel at (202) 401-6000. You may also visit 

http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the OCR enforcement office that serves 

2 Federal law provides for certain limited exceptions to this requirement. See Pub. L. No. 93-579, § 7(a)(2). 

 
Page 4 – Dear Colleague Letter: School Enrollment Procedures

your area. For general information about equal access to public education, please visit our websites 

at http://www.justice.gov/crt/edo and http://www2.ed.gov/ocr/index.html.

We look forward to working with you. Thank you for your attention to this matter and for taking 

the necessary steps to ensure that no child is denied a public education.

Sincerely,

/s/

Catherine E. Lhamon

Assistant Secretary

Office for Civil Rights 

U.S. Department of Education

/s/

Philip H. Rosenfelt

Deputy General Counsel

Delegated the Authority to

Perform the Functions and

Duties of the General Counsel

U.S. Department of Education

/s/

Jocelyn Samuels

Acting Assistant Attorney General

Civil Rights Division

U.S. Department of Justice

Attachments
Questions and Answers about Education Records

A. What are education records and what are their uses?

1. What are education records?

2. What can I use education records for?

3. Where are education records located?

4. What should I do if I am a migrant student and my education records are located in multiple 

different schools?

5. Are there any legal requirements about how schools store and share education records?

6. How long must the school keep my education records?

B. Who can access education records?

7. Who has a legal right to view my education records?

8. If I cannot understand English, or my parent does not understand English, do my parent(s) 

or I have a right to get help from the school to understand the education records?

9. Can anyone other than me or my parent view my education records?

10.Can I ask someone else to view my education record for me?

11.If I give consent for someone else to view my education records for me, does the school 

have to provide that person access to my education records?

12.When I request access to my education records, is the school required to give me a copy of 

my education records?

13.How long does it generally take to access my education records?

C. How can I make changes or fix problems with my education records under the federal 

law called FERPA?

14.How can I change something if information in my education records is wrong?

D. What about education records in the Migrant Student Information Exchange (MSIX) 

system?

15.What is the Migrant Student Information Exchange (MSIX) system?

16.What information is included in an MSIX Consolidated Student Record?

17.Who is eligible to participate in the Migrant Education Program (MEP), and how can I find 

out if I am or was eligible?

18.Does the MSIX Consolidated Student Record contain information from every school a

migrant child has ever attended?

19.Should MSIX have information on a child if he or she was enrolled in the MEP, but not in a 

school?

20.Who can request a copy of a MSIX Consolidated Student Record?

21.How can a child or the child’s parent request a copy of his or her MSIX Consolidated 

Student Record?

E. What can I do if I have additional questions about my rights related to my education 

records?

22.Where can I find more information about my rights related to my education records under 

the federal law called FERPA?

23.Where can I find more information about my rights related to my education records under 

the federal law called IDEA?

24.Where can I find more information about my education records under MSIX?

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25.Where can I find more information about my rights related to my education records under 

state law and local policy?

A. What are education records and what are their uses?

1. What are education records?

In general, education records are records about current and former students that are 

maintained by public, private, and parochial schools. Education records contain information 

about a student, such as: a student’s name, address, and telephone number; a parent’s or 

guardian’s name and contact information; grades and test scores; health and immunization 

records; discipline reports; documentation of attendance; schools attended; courses taken; 

awards conferred and degrees earned; and special education records including individualized 

education programs (IEPs).

2. What can I use education records for?

Education records can be used for a number of different purposes. For example:

 Education records can be used when students apply for college or enter into other types 

of education programs such as career training programs.

 Students requesting consideration of Deferred Action for Childhood Arrivals (DACA) can 

submit their education records to show that they were enrolled in school or to help show 

the student’s continuous presence in the United States, or, in other words, that the 

student lived in the United States for a continuous period of time.

3. Where are education records located?

Generally, education records are located at the school the student attends or attended. If a 

student transferred schools, the student’s education records may transfer with the student, but 

some education records may remain at a school the student attended in the past. Education 

records may also be located at the local school district of a school that the student attends or 

attended. It may be possible that education records on a student are also located at a State 

office that oversees local school districts.

4. What if I am a migrant student and my records are located in multiple different schools?

If you are or were a migrant student, some of your records may be included in the Migrant 

Student Records Information Exchange (MSIX). Please see Section D, Questions 15-21 for 

information about student education records in MSIX.

5. Are there any legal requirements about how schools store and share education records?

Yes. The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects 

the privacy of education records. Although both private schools and public schools maintain 

records on students, FERPA generally only applies to protect the privacy of education records 

maintained by public elementary and secondary schools, school districts, and postsecondary 

institutions. FERPA generally does not apply to K-12 private and parochial schools unless 

these schools receive federal funds.

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If you are a student who is eligible to receive special education services under the Individuals 

with Disabilities Education Act (IDEA), there are also provisions under that law that apply to 

your education records and generally these provisions are consistent with FERPA. State laws 

or local policies may also apply. If you would like more information about requirements under 

the IDEA, state laws, or local policies, you should contact your school district.

6. How long must the school keep my education records?

It depends. Schools are not generally required by federal law to keep education records for 

any set period of time. However, schools are prevented from destroying an education record if 

someone has already submitted a request to view the education record. State laws or local 

policies may also apply and require a school to keep education records for a specific period of 

time. IDEA has specific requirements regarding destruction of education records of students 

with disabilities that your school district can tell you about.

B. Who can access education records?

7. Do I have a legal right to view my education records?

If you are under the age of 18, only your parent or guardian has the legal “right” under FERPA 

to inspect and review your education records. If you are age 18 or over or enrolled in a 

postsecondary institution (an “eligible student”), then you have a right to view your own 

education records. Under FERPA, a parent includes any natural parent, guardian, or individual 

(such as a foster parent) acting as parent in the absence of a parent or guardian. The right to 

view the education records only covers a right to view the information in the student’s

education records that is about that student, and not information in the records that is about 

any other student.

8. If I cannot understand English, or my parent does not understand English, do my parent(s) and I 

have a right to get help from the school to understand the education records?

Yes. Federal civil rights laws require school districts to communicate effectively with students 

and parents who do not understand English. This means that the school must provide 

meaningful access to the information in the students’ education records. For example, if you 

or your parent requests to view your education records, and you or your parent cannot 

understand English, the school can provide meaningful assistance to you or your parent, by 

providing a qualified interpreter or written translation, to help you understand the information in 

the education records in a language you can understand.

9. Can anyone other than me or my parent view my education records?

Yes. Under FERPA, a school or school district may disclose information from your education 

records without your consent to specific entities, such as a State education office, or for 

specific purposes, such as to comply with a court order. You may also ask someone else to 

view your education records for you (see Question 10).

10.Can I ask someone else to view my education records for me?

Yes. Under FERPA, if your parent or you (if you are an “eligible student” (see Question 7) 

would like someone else to view your education records, then your parent or you (if you are an

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eligible student) should provide written consent to the school or school district permitting that 

person to access the record(s). Written consent includes all of the following:

 Signature of the eligible student or the parent of a non-eligible student consenting

to allow another person to see the education record(s);

 Date that the consent was signed;

 Name of the person(s) who may see the education record(s);

 Description of the education record(s) that may be disclosed (or the information 

from the education record(s) that may be disclosed); and

 The reason for allowing the person or party to see the education record(s).

If you are a student covered by the IDEA, your parent or you (if you have reached the age of 

majority in your State (generally over 18) and parental rights have transferred to you), does not 

need to provide consent when asking someone else to view your education records. Instead, 

under the IDEA a representative of your parent or you (if parental rights have transferred to 

you) has a right to inspect and review your education records, and the school cannot require 

written consent from your parent or you before granting this request.

11.If I give consent for someone else to view my education records, does the school have to 

provide that person access to my education records?

It depends. Under FERPA, the school may choose to provide that person access based on 

the consent you provided, but the school is not required to do so. Under the IDEA, however, if 

you are a student covered by the IDEA, the school must provide a representative of your 

parent (or you, if parental rights have transferred to you (see Question 10)) access to inspect 

and review your education records, even without requiring your parent’s written consent (or 

your consent, if parental rights have transferred to you).

12.When I request access to my education records, is the school required to give me a copy 

of my education records?

Generally, no. Schools are required to allow parents and eligible students to inspect and 

review education records, but schools are not required to provide copies of education records 

unless the circumstances effectively prevent the parent or eligible student from being able to 

review the records without being sent a copy, and the school does not want to arrange another 

way for the parent or eligible student to view the records. For example, if the parent does not 

live in commuting distance from the school and could not get to the school site to view the 

records, the school is required to provide a copy or to make other arrangements for the parent 

to inspect and review the records.

If the school provides a copy of the education records, the school may charge a reasonable 

copying fee, unless charging the fee would prevent the parent or eligible student from being 

able to view the education records.

13.How long does it generally take to access my education records?

Under FERPA, the school is required to make education records ready for review by the parent 

or eligible student within 45 days of a request.

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If you are a student who receives special education services under the IDEA, a school also 

must comply with a request to view your education records without unnecessary delay and 

before certain events required by the IDEA such as any meeting regarding an individualized 

education program (IEP) or any due process hearing or resolution session.

C. How can I make changes or fix problems with my education records under 

the federal law called FERPA?

14.How can I change something if information in my education records is wrong?

A parent or an eligible student may request a correction or amendment to an education record 

that he or she believes is incorrect, misleading, or violates his or her right of privacy. 

Generally, a FERPA amendment process may not be used to challenge a grade, disciplinary 

decision, or other substantive decision made by a school official. The school is not required to 

make the change but must consider the requested change.

If the school decides not to make the requested change, then the school must inform the 

parent or eligible student of his or her right to a hearing on the matter. The parent or eligible 

student may have assistance or representation, at their own expense, at the hearing and must 

be provided with the opportunity to present evidence at the hearing. The hearing decision 

must be written and be based solely on evidence presented at the hearing. If the parent’s or 

eligible student's request is denied, the parent or eligible student has the right to include a 

statement in the record stating why he or she believes that the information contained in the 

education record is incorrect, misleading, or violates his or her right of privacy, why he or she 

disagrees with the hearing decision, or both.

D. What about records in the Migrant Student Information Exchange (MSIX) 

system?

15.What is MSIX?

MSIX is a web-based platform that links States’ student record systems to enable the national 

exchange of educational and health information for migratory children who have been 

documented as eligible for the Migrant Education Program (MEP) under ESEA. Using 

information that States collect and maintain in their own State student record systems, MSIX

generates a Consolidated Student Record. The Consolidated Student Record compiles 

educational and health-related minimum data elements (MDEs) from multiple schools and 

migrant education programs in which a migratory child has enrolled, within and across States. 

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16.What information is included in an MSIX Consolidated Student Record?

Every student whose records are included in MSIX has a Consolidated Student Record. If a 

student has participated in the MEP in multiple schools and/or States, MSIX joins the 

information that has been provided for each school and produces an individual Consolidated 

Student Record that details the student’s school history. The Consolidated Student Record 

shows the schools in which a migrant child was enrolled, the secondary classes the child has 

taken, the number of course credits the child received, and the results of any State or local 

assessments the child has taken. The Consolidated Student Record also provides information 

about the availability of the migrant child’s immunization records, and shows whether the 

migrant child has a medical alert that should prompt the school to follow up further with the 

child’s parent.

17.What is the Migrant Education Program (MEP) and how can I find out if I am or was 

eligible?

Generally, children are eligible for the MEP if the child moved on their own or with their parents 

or guardians within the past three years across State or school district boundaries in order to 

obtain temporary or seasonal work in agriculture or fishing. However, each State must confirm 

that the child meets the program’s eligibility criteria, and you or your parent were likely 

interviewed by an MEP representative to determine whether you were eligible. If you believe 

you are, or may have been, eligible for the MEP, you should verify this with any school district 

where you attended school and where you think you were determined to be eligible for the 

MEP. If you were determined to be eligible for the program, you may have an education record 

in MSIX. See Question 21 for information on accessing your Consolidated Student Record 

from MSIX, or Section B for more general information on accessing your education records 

from the school or school district.

18.Does the MSIX Consolidated Student Record contain information from every school a 

migrant child has ever attended?

Not necessarily. The Consolidated Student Record only contains information from those times

in a migrant child’s schooling when he or she was enrolled in the MEP. The information

contained in MSIX also depends upon the amount of information that States provide, and the 

frequency with which this information is uploaded to MSIX..

19.Should MSIX have information on a child if he or she was enrolled in the MEP, but not in 

a school?

Yes. If the child was enrolled in the MEP, but not in school, MSIX should contain data on the

child such as demographic data (e.g., child’s name, parent name(s)), dates and locations of 

MEP-qualifying moves, and the names/dates/locations of the MEP projects and/or school 

districts in which the child was enrolled.

20.Who can request a copy of a Consolidated Student Record from the Department of 

Education?

Any MEP-eligible or formerly MEP-eligible child may request a copy of his or her own record.

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If the child is a minor (under the age of 18 in most States), the child’s parent or guardian may

request a copy of the child’s record on the child’s behalf. Such requests can also be made to 

School Districts and States and would be subject to the requirements of the Family 

Educational Rights and Privacy Act (FERPA), 20 U.S.C. 1232g and 34 CFR Part 99. 

21.How can a child or a parent/guardian request a copy of his or her Consolidated 

Student Record?

A copy of the MSIX Consolidated Student Record can be accessed in one of three ways. We 

present first the option that is easiest and fastest for children and parents/guardians.

Option 1

The best way to obtain a copy of the Consolidated Student Record is generally by contacting 

administration officials at the nearest school district. If school district personnel have access to 

MSIX, they will verify the child’s identity (or, if applicable, the parent’s/guardian’s identity and 

the parent’s/guardian’s relationship to the child), by using reasonable methods consistent with 

the responsibilities outlined in the MSIX Rules of Behavior. Once they have verified this 

information, the school district staff will locate the child’s record in MSIX.

If children or parents/guardians are unable to obtain the record from the school district, they

may contact the State-level MSIX User Administrator (see Option 2).

Option 2

Contact State-level MSIX User Administrators in any State that participates in the MEP. All 

States, with the exception of Connecticut, Rhode Island, and West Virginia, currently 

participate. Contact information for State-level MSIX User Administrators is available at

https://msix.ed.govor by calling the MSIX Help Desk: MSIXSupport@deloitte.com or 1-866-

878-9525, 9:30AM - 6:30PM Eastern Time Monday through Friday, except Federal Holidays.

State MEP staff with access to MSIX will verify the child’s identity (or, if applicable, the

parent’s/guardian’s identity and the parent’s/guardian’s relationship to the child), by using

reasonable methods consistent with the responsibilities outlined in the MSIX Rules of

Behavior. Once they have verified this information, State MEP staff will locate the child’s 

record in MSIX.

If children or parents/guardians are unable to obtain the record from the State, they may

contact the U.S. Department of Education’s Office of Migrant Education (OME) (see Option

3).

Option 3

Contact the U.S. Department of Education’s Office of Migrant Education (OME) for specific 

instructions on how to access a copy of the MSIX Consolidated Student Record. OME can

be contacted at: U.S. Department of Education Office of Migrant Education 400 Maryland

Avenue, SW Washington, DC 20202. Phone: (202) 260-1164. Email: msix@ed.gov

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E. What can I do if I have additional questions about my education records 

and my rights related to my records?

22.Where can I find more information about my rights related to my education records 

under the federal law called FERPA?

More information about FERPA can be found on the U.S. Department of Education website at 

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html. Laws and regulations about FERPA 

can be found in 20 U.S.C. 1232g and 34 CFR Part 99. The U.S. Department of Education’s 

Family Policy Compliance Office (FPCO) is available to provide assistance on FERPA, and 

can be contacted at:

Family Policy Compliance Office

U.S. Department of Education 

400 Maryland Avenue, SW 

Washington, D.C. 20202-5920

Phone: 1-800-USA-LEARN (1-800-872-5327)

23.Where can I find more information about my rights related to my education records 

under the federal law called IDEA?

More information about IDEA can be found on the U.S. Department of Education website at 

http://idea.ed.gov/. Laws and regulations about the IDEA confidentiality provisions can be 

found in 20 U.S.C. 1417(c) and 34 CFR §§300.610-300.626.

24.Where can I find more information about my education records in MSIX?

Laws and regulations about eligibility for the MEP can be found in section 1309 of the 

Elementary and Secondary Education Act of 1965, as amended (ESEA) and 34 CFR §200.81. 

The U.S. Department of Education’s Office of Migrant Education (OME) can also provide more 

information about MSIX and can be contacted at:

U.S. Department of Education 

Office of Migrant Education 

400 Maryland Avenue, SW 

Washington, DC 20202

Phone: (202) 260-1164

Email: msix@ed.gov

25.Where can I find more information about my rights related to my education records 

under the state law and local policy?

If you would like more information about requirements under the IDEA, state laws, or local 

policies, you should contact your school district.

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