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dc.contributor.authorOseguera, Leticiaen
dc.contributor.authorFlores, Stella M.en
dc.contributor.authorBurciaga, Edelinaen
dc.description.abstractShortly before September 2001, comprehensive national immigration reform seemed to be making its way to the top of the US policy agenda (flores and Chapa 2009; Waslin 2009). While sentiments around immigration in a post-September 11 context developed in ways particular to a region’s local history, state governments were responding to the educational needs of undocumented immigrant students attending their local school systems as long time “residents” even if not actual US citizens or legal residents according to US law. The educational issue of this first decade of the millennium relating to immigrant students is the provision of eligibility via state policies—both through admissions and tuition benefits—to attend US postsecondary public institutions. This report examines the implementation scheme of a state (California) where an ISRT benefit/opportunity exists and a state where the implementation scheme is less studied (North Carolina) focusing specifically on the practical application of the availability of the tuition benefit or admission benefit as well as the perception of those charged to apply the policy.en
dc.description.sponsorshipNational Association for College Admission Counselingen
dc.publisherNational Association for College Admission Counselingen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0en
dc.subjectundocumented studentsen
dc.subjecteducation, higher--government policyen
dc.subjectin state resident tuitionen
dc.subjectNorth Carolinaen
dc.titleDocumenting Implementation Realities: Undocumented Immigrant Students in California and North Carolinaen

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Creative Commons Attribution-NonCommercial-NoDerivs 3.0
License: Creative Commons Attribution-NonCommercial-NoDerivs 3.0