The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students
Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration policy to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation as well as renewable work permits. Although DACA has improved the econo...
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| Veröffentlicht in: | Demography 2018-08, Vol.55 (4), p.1487-1506 |
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| creator | Hsin, Amy Ortega, Francesc |
| description | Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration policy to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation as well as renewable work permits. Although DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. We use administrative data on students attending a large public university to estimate the effect of DACA on undocumented students' educational outcomes. The data are unique because they accurately identify students' legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus four-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to make binary choices between attending school full-time and dropping out of school to work. At community colleges, undocumented students have the flexibility to reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments. |
| doi_str_mv | 10.1007/s13524-018-0691-6 |
| format | Article |
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Although DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. We use administrative data on students attending a large public university to estimate the effect of DACA on undocumented students' educational outcomes. The data are unique because they accurately identify students' legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus four-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to make binary choices between attending school full-time and dropping out of school to work. At community colleges, undocumented students have the flexibility to reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.</description><identifier>ISSN: 0070-3370</identifier><identifier>EISSN: 1533-7790</identifier><identifier>DOI: 10.1007/s13524-018-0691-6</identifier><identifier>PMID: 29943352</identifier><language>eng</language><publisher>New York: Population Association of America (Springer)</publisher><subject><![CDATA[Adolescent ; Adult ; Arrivals ; Childhood ; Children ; College students ; Colleges & universities ; Community colleges ; Deferred Action for Childhood Arrivals ; Demography ; Deportation ; Dropping out ; Economic conditions ; Education ; Education - statistics & numerical data ; Educational attainment ; Educational Status ; Emigrants and Immigrants - education ; Emigrants and Immigrants - legislation & jurisprudence ; Emigrants and Immigrants - statistics & numerical data ; Emigration and Immigration - statistics & numerical data ; Federal Government ; Female ; Flexibility ; Geography ; Heterogeneity ; Higher education ; Humans ; Illnesses ; IMMIGRANT INCORPORATION ; Immigrants ; Immigration ; Immigration policy ; Insecure ; Investments ; Labor force participation ; Legal status ; Male ; Medicine/Public Health ; Mental disorders ; Mental health ; Noncitizens ; Policy ; Population Economics ; Regression Analysis ; School attendance ; Social mobility ; Social Sciences ; Sociology ; Student Dropouts - statistics & numerical data ; Students ; Temporary employment ; Undocumented immigrants ; United States ; Universities ; Work ; Working hours ; Young Adult ; Youth]]></subject><ispartof>Demography, 2018-08, Vol.55 (4), p.1487-1506</ispartof><rights>Population Association of America 2018</rights><rights>Demography is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c470t-1eceda9f5cdeddeb5aa230a696e70efd287a321cd1656b92ddd44702733260573</citedby><cites>FETCH-LOGICAL-c470t-1eceda9f5cdeddeb5aa230a696e70efd287a321cd1656b92ddd44702733260573</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/45048819$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/45048819$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27321,27901,27902,33751,41464,42533,51294,57992,58225</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29943352$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hsin, Amy</creatorcontrib><creatorcontrib>Ortega, Francesc</creatorcontrib><title>The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students</title><title>Demography</title><addtitle>Demography</addtitle><addtitle>Demography</addtitle><description>Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration policy to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation as well as renewable work permits. Although DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. We use administrative data on students attending a large public university to estimate the effect of DACA on undocumented students' educational outcomes. The data are unique because they accurately identify students' legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus four-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to make binary choices between attending school full-time and dropping out of school to work. At community colleges, undocumented students have the flexibility to reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Arrivals</subject><subject>Childhood</subject><subject>Children</subject><subject>College students</subject><subject>Colleges & universities</subject><subject>Community colleges</subject><subject>Deferred Action for Childhood Arrivals</subject><subject>Demography</subject><subject>Deportation</subject><subject>Dropping out</subject><subject>Economic conditions</subject><subject>Education</subject><subject>Education - statistics & numerical data</subject><subject>Educational attainment</subject><subject>Educational Status</subject><subject>Emigrants and Immigrants - education</subject><subject>Emigrants and Immigrants - legislation & jurisprudence</subject><subject>Emigrants and Immigrants - statistics & numerical data</subject><subject>Emigration and Immigration - statistics & numerical data</subject><subject>Federal Government</subject><subject>Female</subject><subject>Flexibility</subject><subject>Geography</subject><subject>Heterogeneity</subject><subject>Higher education</subject><subject>Humans</subject><subject>Illnesses</subject><subject>IMMIGRANT INCORPORATION</subject><subject>Immigrants</subject><subject>Immigration</subject><subject>Immigration policy</subject><subject>Insecure</subject><subject>Investments</subject><subject>Labor force participation</subject><subject>Legal status</subject><subject>Male</subject><subject>Medicine/Public Health</subject><subject>Mental disorders</subject><subject>Mental health</subject><subject>Noncitizens</subject><subject>Policy</subject><subject>Population Economics</subject><subject>Regression Analysis</subject><subject>School attendance</subject><subject>Social mobility</subject><subject>Social Sciences</subject><subject>Sociology</subject><subject>Student Dropouts - statistics & numerical data</subject><subject>Students</subject><subject>Temporary employment</subject><subject>Undocumented immigrants</subject><subject>United States</subject><subject>Universities</subject><subject>Work</subject><subject>Working hours</subject><subject>Young Adult</subject><subject>Youth</subject><issn>0070-3370</issn><issn>1533-7790</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kctu1DAYhS0EotPCA7AARWLTTeD3LY6X1VAuUqUuaNeWx_7NZJTExXYq8fZ4mlIkFqxs2d93fDmEvKHwgQKoj5lyyUQLtG-h07TtnpENlZy3Sml4TjaVgZZzBSfkNOcDAGgh2UtywrQWvLobcrjZY3MZArqSmxiaTxgwJfTNhStDnJsQU7PdD6Pfx1gXUxru7VjJuSlH0S_OHjk7NtdLcXHCh5Tb2Ue3TDiXmvS9LL7O8ivyIlQXXz-OZ-T28-XN9mt7df3l2_biqnVCQWkpOvRWB-k8eo87aS3jYDvdoQIMnvXKckadp53sdpp570UVmeKcdSAVPyPna-5dij8XzMVMQ3Y4jnbGuGTDQGopuQBW0ff_oIe4pPqaB6rvhQQqKkVXyqWYc8Jg7tIw2fTLUDDHIsxahKlFmGMRpqvOu8fkZTehfzL-_HwF2ArkujX_wPT36P-lvl2lQy4xPYXWa4q-p5r_Bm4snLw</recordid><startdate>20180801</startdate><enddate>20180801</enddate><creator>Hsin, Amy</creator><creator>Ortega, Francesc</creator><general>Population Association of America (Springer)</general><general>Springer US</general><general>Duke University Press, NC & IL</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7U4</scope><scope>7WY</scope><scope>7WZ</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>87Z</scope><scope>88C</scope><scope>88E</scope><scope>88J</scope><scope>8AO</scope><scope>8BJ</scope><scope>8FE</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BHHNA</scope><scope>BHPHI</scope><scope>CCPQU</scope><scope>DWI</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GB0</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>HEHIP</scope><scope>JBE</scope><scope>K60</scope><scope>K6~</scope><scope>K9.</scope><scope>KB0</scope><scope>L.-</scope><scope>M0C</scope><scope>M0K</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PATMY</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PYCSY</scope><scope>Q9U</scope><scope>WZK</scope><scope>7X8</scope></search><sort><creationdate>20180801</creationdate><title>The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students</title><author>Hsin, Amy ; Ortega, Francesc</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c470t-1eceda9f5cdeddeb5aa230a696e70efd287a321cd1656b92ddd44702733260573</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adolescent</topic><topic>Adult</topic><topic>Arrivals</topic><topic>Childhood</topic><topic>Children</topic><topic>College students</topic><topic>Colleges & universities</topic><topic>Community colleges</topic><topic>Deferred Action for Childhood Arrivals</topic><topic>Demography</topic><topic>Deportation</topic><topic>Dropping out</topic><topic>Economic conditions</topic><topic>Education</topic><topic>Education - 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Academic</collection><jtitle>Demography</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hsin, Amy</au><au>Ortega, Francesc</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students</atitle><jtitle>Demography</jtitle><stitle>Demography</stitle><addtitle>Demography</addtitle><date>2018-08-01</date><risdate>2018</risdate><volume>55</volume><issue>4</issue><spage>1487</spage><epage>1506</epage><pages>1487-1506</pages><issn>0070-3370</issn><eissn>1533-7790</eissn><abstract>Deferred Action for Childhood Arrivals (DACA) is the first large-scale immigration policy to affect undocumented immigrants in the United States in decades and offers eligible undocumented youth temporary relief from deportation as well as renewable work permits. Although DACA has improved the economic conditions and mental health of undocumented immigrants, we do not know how DACA improves the social mobility of undocumented immigrants through its effect on educational attainment. We use administrative data on students attending a large public university to estimate the effect of DACA on undocumented students' educational outcomes. The data are unique because they accurately identify students' legal status, account for individual heterogeneity, and allow separate analysis of students attending community colleges versus four-year colleges. Results from difference-in-difference estimates demonstrate that as a temporary work permit program, DACA incentivizes work over educational investments but that the effect of DACA on educational investments depends on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to make binary choices between attending school full-time and dropping out of school to work. At community colleges, undocumented students have the flexibility to reduce course work to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.</abstract><cop>New York</cop><pub>Population Association of America (Springer)</pub><pmid>29943352</pmid><doi>10.1007/s13524-018-0691-6</doi><tpages>20</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Demography, 2018-08, Vol.55 (4), p.1487-1506 |
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| language | eng |
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| source | Jstor Complete Legacy; MEDLINE; SpringerLink Journals; Sociological Abstracts; EBSCOhost Business Source Complete |
| subjects | Adolescent Adult Arrivals Childhood Children College students Colleges & universities Community colleges Deferred Action for Childhood Arrivals Demography Deportation Dropping out Economic conditions Education Education - statistics & numerical data Educational attainment Educational Status Emigrants and Immigrants - education Emigrants and Immigrants - legislation & jurisprudence Emigrants and Immigrants - statistics & numerical data Emigration and Immigration - statistics & numerical data Federal Government Female Flexibility Geography Heterogeneity Higher education Humans Illnesses IMMIGRANT INCORPORATION Immigrants Immigration Immigration policy Insecure Investments Labor force participation Legal status Male Medicine/Public Health Mental disorders Mental health Noncitizens Policy Population Economics Regression Analysis School attendance Social mobility Social Sciences Sociology Student Dropouts - statistics & numerical data Students Temporary employment Undocumented immigrants United States Universities Work Working hours Young Adult Youth |
| title | The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students |
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