User:Eiturio/sandbox

Research shows that policies regarding tuition and admissions procedures, impact students the most (Garibay, Herrera, Johnston-Guerrero, Garcia 2016). As of October 2015, twenty states had given undocumented students in-state resident tuition (ISRT) while five states had completely prohibited their enrollment (National Conference of State Legislatures, 2015; Garibay et al., 2016). Although states grant undocumented students resident tuition, federal laws do not award undocumented immigrants financial aid (Gonzales 2010). Without financial aid, students cannot afford higher education, making it difficult for this community to attain social mobility (Abrego 2006; Gonzales 2010).

In 1982, Plyler vs Doe granted all students, regardless of status, the right to a public K-12 education (Garibay et al., 2016). The ruling found that denying undocumented students access to public education outweighed the affects of not educating them (American immigration Council, 2016). However, states continued implementing policies that challenged the Supreme Court decision. In 1994, California implemented Proposition 187, prohibiting undocumented students from enrolling in schools and required educators to report students who they suspected were undocumented (Crawford 2017). Likewise, the state of Alabama in 2011, requiring administrators to report the status of recently enrolled students; which resulted in a 13% dropout rate that year (American Immigration Council, 2012; Crawford 2017).

When policies are created to criminalize undocumented students, educators are urged to build school policies that provide their students' protection (American Federation of Teachers, 2016; Crawford 2017). In 2014, Operation Border Guardians targeted undocumented immigrants who had come to the United States as minors and recently turned 18 or were 16 with a criminal history (Crawford 2017). Federal immigration judges sent out court orders to apprehend students that were not currently appealing their cases. As Crawford (2017) stated, Immigration and Customs Enforcement (ICE) was detaining students on their way to school. When undocumented students turn eighteen, their youth status no longer protects them from immigration policies such as deportation (Juvenile Justice Network, 2018). The National Education Association (NEA) and the National School Board Association (NSBA) in 2009, created guidelines for educators working with undocumented students. Informing school personnel about their students’ rights concerning immigration legislation as it transpires in the community (Borkowski, 2009; Crawford 2017). The American Federation of Teachers created, a guideline specifically speaking to concern regarding deportation.

In Crawford 2017, conducted a case study on Aurora Elementary examining how school personnel quickly developed boundaries to ensure the safety of their students when ICE appeared in the community. The study evaluated how educators’ established school policies with limited knowledge regarding policies. In the study, 14 staff members of Aurora spoke about the fear it created in the community. The school was placed on an unofficial lockdown, and no one was to leave campus unless given permission. Days following the event, parents stopped sending their children to school. After speaking to the district’s legal department, they informed her that they would not be able to do anything in their part, but that she could call families and inform them about the ICE raids. She worked with school personnel to create school policies that protected the students when immigration legislation transpired in the community. Further, aligning school policies with district goals to ensure that undocumented students’ education is protected.