Enhancing Educational Equity for Immigrant Students in New York: Policy Recommendations from CUNY-IIE

Introduction by: Lisa Pamela Lopez-Escobar and Sophia Rodriguez, New York University

Guest Bloggers: Rachel Duff and Tamara Alsace, PhD, City University of New York – Initiative on Immigration and Education 

In this week’s blog, Tamara Alsace and Rachel Duff, in collaboration with the CUNY Initiative on Immigration and Education (CUNY-IIE), examine how policy can be used to dismantle systemic barriers facing immigrant-origin students in New York. The authors highlight how schools can better support immigrant students by creating pathways for undocumented aspiring educators, providing immigration-informed professional development, and investing in school-based supports that center immigrant students’ academic and emotional well-being. At a time when political conditions continue to heighten uncertainty and fear for immigrant communities, these recommendations offer timely and actionable steps to move us closer to educational equity.

We welcome additional comments and reflections, please email us at: immigrantednextlabsoro@gmail.com or through the Immigrant Ed Next website. 

By Rachel Duff and Tamara Alsace, PhD

Immigrant students in New York face numerous barriers stemming from deep-rooted systemic inequities in education. At the CUNY Initiative on Immigration and Education (CUNY-IIE), we’ve developed a set of policy recommendations aimed at dismantling these barriers and creating an education system where immigrant-origin students can thrive.  This blog explores the newly published policy brief by Tamara Alsace and Rachel Duff, developed in collaboration with the CUNY-IIE policy team, which outlines practical strategies to improve outcomes for immigrant students, educators, and school communities across New York.

The CUNY Initiative on Immigration and Education (CUNY-IIE) is a research-driven organization dedicated to advancing the educational outcomes of immigrant-origin students in New York through centering students, providing development for teachers and leaders, and garnering community support. In collaboration with policy experts and educators, CUNY-IIE has developed actionable solutions to address the complex challenges many immigrant-origin students face in schools.  

Understanding the Challenges: Persistent Barriers for Immigrant Students

Despite federal protections like the 1982 Plyler v. Doe ruling, which ensures undocumented students' access to public education, systemic inequities persist. Key challenges include:

• Higher Education Access: Undocumented students often face barriers to in-state tuition and financial aid, limiting their ability to pursue higher education.

• Educator Preparedness: Many teachers lack training on immigration issues, hindering their ability to support immigrant-origin students effectively.

• Workforce Challenges: Aspiring undocumented educators face obstacles in obtaining student teaching opportunities and professional certification.

• Mental Health: Immigrant students often experience heightened stress due to anti-immigrant rhetoric, deportation fears, and identity challenges.

These barriers underscore the need for targeted policy changes to support immigrant students’ academic, social, and emotional development.

Policy Recommendations

To address the identified systemic challenges, the CUNY-IIE policy brief outlines three critical areas for reform that can improve outcomes for immigrant students, educators, and school communities in New York:

1. Pathways to Careers in Education for Undocumented Aspiring Educators

• Challenges: Current certification and employment processes exclude undocumented aspiring educators, despite their potential to address teacher shortages and enrich multilingual education.

• Solutions:

  • Allow undocumented pre-service teachers to complete student teaching requirements without disclosing immigration status.

  • Provide guidance for employing non-citizen educators in public schools.

  • Address financial barriers by eliminating unpaid student teaching requirements.

• Impact: These measures could diversify the teaching workforce and expand bilingual education programs, benefiting students and communities.

  
  

2. Enhanced Teacher and Leader Preparation

• Challenges: Many educators lack training in immigration-related issues, leading to unwelcoming environments for immigrant students.

• Solutions:

  • Integrate immigration and bilingual education topics into teacher preparation programs.

  • Mandate yearly professional development focused on trauma-informed practices and immigrant education.

• Impact: Better-trained educators can create inclusive classrooms that support immigrant students' academic and socio-emotional growth.

  
  

3. In-School Support for Immigrant-Origin Students

• Challenges: Immigrant students often lack access to dedicated school support structures.

• Solutions:

  • Mandate the creation of Immigrant Liaison positions in schools using Title III funds.

  • Provide mental health and academic support tailored to immigrant students.

• Impact: Dedicated liaisons can bridge gaps between schools, families, and community resources, helping immigrant students navigate their unique challenges.

  
  

Why These Changes Matter

Immigrant students are a vital part of New York’s educational landscape and we want to consider the possibilities of transforming classrooms into places where immigrant students feel truly seen and supported. We hope to contribute to the vision of educators and school leaders who are equipped with the training and resources so that they can foster environments where immigrant students thrive academically and emotionally. Supporting immigrant students isn’t just about meeting their needs - it’s also about building stronger communities rooted in solidarity. Consider the following:

• Teacher Shortages: New York faces a severe teacher shortage, with a particular need for bilingual educators. Undocumented educators can help fill this gap while bringing valuable cultural and linguistic skills to the classroom.

• Civic Engagement: Schools that foster inclusion equip all students - immigrant or otherwise - to become thoughtful, engaged citizens.

• Community Well-being: Addressing mental health and social barriers creates healthier, more resilient communities.

  
  

Building Momentum for Change

Implementing these policy recommendations requires collaboration among educators, policymakers, and community organizations. To help immigrant students thrive, we need to act collectively. Action steps to drive these reforms include:

1. Raising Awareness: Informing educators, families, and policymakers about immigrant students' rights and needs.

2. Leveraging Resources: Utilizing free materials like CUNY-IIE's educator modules and training videos to support professional development.

3. Advocacy: Engaging stakeholders to advocate for equitable policies at state and local levels.

   
   

A Call to Action

The time to act is now. Advocate for these policy changes in your local community, raise awareness about immigrant students’ rights, and use resources like CUNY-IIE’s educator training modules to make a difference in your school. As the CUNY-IIE policy brief emphasizes, addressing the educational inequities faced by immigrant students requires systemic changes and a commitment to equity. By implementing these recommendations, New York can set a powerful example for the rest of the nation, proving that inclusive education strengthens communities and empowers future generations.

As we advocate for these essential changes, it is important to recognize the broader political context in which these reforms are being discussed. The incoming Trump administration, which has consistently espoused anti-immigrant rhetoric and policies, presents additional challenges for immigrant communities, particularly within education. The atmosphere of uncertainty and fear that the incoming administration represents can have tangible impacts on students’ academic performance and mental health. In this context, CUNY-IIE’s policy recommendations are not just a framework for educational improvement - they are a call to action in defense of immigrant students’ rights, well-being, and futures. Our collective work is more important than ever, and it must be supported by strong, proactive policies at the state and local levels to ensure that immigrant students have the opportunity to thrive, no matter the political climate.

Let us work together to ensure that every student - regardless of immigration status - has the opportunity to thrive. Visit CUNY-IIE to learn more about how you can contribute to the movement for equitable education and get involved.

Suggested Citation: Alsace, T., & Duff, R. (2025, July 11). Enhancing Educational Equity for Immigrant Students in New York: Policy Recommendations from CUNY-IIE. Immigrant Ed Next.

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