Stephanie Potochnick

How states can reduce the dropout rate for undocumented immigrant youth: The effects of in-state resident tuition policies

As of December 2011, 13 states have adopted an in-state resident tuition (IRT) policy that provides in-state tuition to undocumented immigrants and several other states are considering similar legislation. While previous research focuses on how IRT policies affect college entry and attainment, this study examines the effect these policies have on high school dropout behavior. Using the Current Population Survey (CPS) and difference-in-difference models, this paper examines whether IRT policies reduce the likelihood of dropping out of high school for Mexican foreign-born non-citizens (FBNC), a proxy for undocumented youth. The policy is estimated to cause an eight percentage point reduction in the proportion that drops out of high school. The paper develops an integrated framework that combines human capital theory with segmented assimilation theory to provide insight into how IRT policies influence student motivation and educational attainment at the high school level.

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

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.

Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum

Gender gaps in learning and education outcomes have changed dramatically over the last few years. However, researchers have not adequately assessed how the high school learning environment differentially affects boys and girls. An important component of the learning environment in US secondary school is the opportunity to learn in an Advanced Placement (AP) curriculum, which allows high school students to do college-level work. Using the US National Education Longitudinal Study 1988–2000, we explain how high school AP curriculum interacts with gender to predict the selectivity of colleges that students attend. The results show that girls and boys who attend high schools with a larger percentage of students in AP curriculum attend more selective colleges (that require higher standardised scores for admissions); yet the positive effect of the opportunity to learn in an AP curriculum is greater for girls than for boys. This research furthers the debate about the effects of school structure on gender stratification.

The Academic Achievement of Limited English Proficient (LEP) Youth in New and Established Immigrant States: Lessons from the National Assessment of Educational Progress (NAEP).

The dramatic growth and dispersal of immigrant families has changed the face of public education at a time when states are experiencing increased school accountability pressures under the No Child Left Behind (NCLB) and its recent successor the Every Student Succeeds Act. Of particular concern is how these demographic shifts affect the academic well-being of Limited English Proficient (LEP) youth, the protected sub-group that most directly targets children from immigrant families. Using individual-level data from the National Association of Educational Progress, we examine how 8th grade test scores of LEP youth differ across new and established immigrant destination states. Results show that achievement for LEP youth is higher in new than in established immigrant states but that this advantage is not consistent across ethnic/racial groups. LEP youth in new immigrant states benefit from more favorable demographic characteristics and more family and school resources, but these differences only explain a small portion of the achievement gap.

A Decade of Analysis

Our study advances literature on immigrant food insecurity by examining whether national-level differences in immigrant and nonimmigrant families’ risk of food insecurity persist across time and for different ethnic/racial groups. Using data from the Current Population Survey Food Security Supplement for low-income households with children aged 0 to 17 years, we examine trends (2003-2013) in immigrant and nonimmigrant food insecurity overall and for different ethnic/racial groups. We also assess how immigrant families are faring compared with their nonimmigrant peers in the wake of the Great Recession and its prolonged recovery period. We find that among low-income households with children, noncitizen immigrant households and their U.S.-born household counterparts experience similar levels of food insecurity, while citizen immigrant households demonstrate the lowest levels of food insecurity. Citizen immigrant households, however, appear to have been most affected by the Great Recession and the protective influences of citizenship status do not appear to extend to Hispanic immigrants.

The Decade of Immigrant Dispersion and Growth: A Cohort Analysis of Children of Immigrants' Educational Experiences 1990–2002†

The 1990s marked the beginning of a new era of immigration in terms of volume and settlement patterns and also witnessed significant changes in the social contexts confronting immigrants. These changes could have significant repercussions for immigrant youth. While previous research on high school dropout behavior suggests immigrant youth are faring better in US schools, our research provides a less optimistic outlook. Using the National Educational Longitudinal Study (1988) and Educational Longitudinal Study (2002), we use multivariate analysis, regression decomposition, and fixed effect models to examine how reading and math test scores of children of immigrants changed during the 1990s.

Decomposing the Household Food Insecurity Gap for Children of U.S.-Born and Foreign-Born Hispanics: Evidence from 1998 to 2011

Using the Early Childhood Longitudinal Study-K, multivariate analysis, state fixed effects, and regression decomposition, we examine changes in food insecurity for Hispanic kindergarteners between 1998 and 2011, a time period of rapid immigration and political/socio-economic changes. During this time the household food insecurity gap between children of U.S.-born and foreign-born mothers increased by almost 7 percentage points. The factors—child, family, and state—that contributed to the nativity gap differed over time. In both periods, lower familial resources among immigrant families, i.e. endowment effects, contributed to the gap; this was the main component of the gap in 2011 but only one component in 1998. In 1998, heterogeneity in state effects was positively associated with the nativity food insecurity gap. This means that children of foreign-born mothers experience higher household food insecurity than do children of U.S.-born mothers in the same state, even after controlling for child and family characteristics. In 2011, almost half of the gap remained unexplained. This unexplained portion could be driven by differential effects of the Great Recession, growing anti-immigrant sentiment, and/or the relatively large share of unauthorized immigrants in 2011.

The Academic Adaptation of Immigrant Students with Interrupted Schooling

This study provides the first national-level assessment of the size and academic performance of immigrant students with interrupted schooling. Exploiting unique aspects of the Educational Longitudinal Study (2002), a national-level survey of U.S. 10th graders, this study identifies students with interrupted schooling and uses multivariate analysis to assess their academic performance compared to other immigrants and nonimmigrants. Results indicate that over 10% of foreign-born youth experience interrupted schooling. These students have lower academic achievement and attainment than their peers, but are just as or more engaged in school. Premigration demographics, but not postmigration family and school characteristics, explain some of these academic performance differences and the consequences of interrupted schooling differ for primary- and secondary-grade-age arrivals.

Household Food Insecurity and Early Childhood Health and Cognitive Development Among Children of Immigrants

Food insecurity is negatively related to child development and health. In this study, we use Early Childhood Longitudinal Study–Birth Cohort data to assess the cognitive and health consequences of household food insecurity for children of immigrants compared with children of native-born parents. Results suggest that children of immigrants from food insecure households fare worse than their native peers from food insecure households in health but not in cognitive skills after child and maternal demographic characteristics are taken into account. The remaining health disparity between children in food insecure immigrant households and children in food insecure nonimmigrant households is explained away by immigrant risk and protective factors. Having parents with strong mental health and living in two-parent families partially offset the negative health consequences associated with food insecurity. However, compared with food insecure nonimmigrant children, low socioeconomic risk may exacerbate the negative health consequences of food insecurity among children of immigrants.