Educational “When,” “Where,” and “How” Implications of In-State Resident Tuition Policies for Latino Undocumented Immigrants

Abstract

This paper presents an analysis of the effects of in-state resident tuition (IRT) policies, which allow undocumented immigrants to pay in-state rather than out-of state tuition, on when and where undocumented immigrant students enroll, and how they finance their education. We identify effects based on differences in pre- and post-policy outcomes between those covered and not covered by the policy, net of the educational trends of citizens. Using data from two nationally representative data sources and multiple citizen comparison groups, we find that IRT policies affect when students’ enroll in college, and can have implications for other key educational decisions, including where and how to attend.