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My professional perspective would be that of a Director for Student Financial Services from a post-secondary institution. This legal padlet is for all faculty and staff to reference when they are speaking with undocumented students about their education.

Undocumented students do not have the same opportunities as others when it comes to their educational path. They live in low-income communities and have fewer options to finance their education. I have selected the topic of undocumented students and the Deferred Action for Childhood Arrivals (DACA) status due to recent attempts by the Trump administration to eliminate this program. This will help faculty and staff stay up to date with any recent changes to the DACA program for students.

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I interviewed Ms. Krystal Guzman, the Financial Aid Specialist in charge of all Texas Application for State Financial Aid (TASFA) application that are submitted to South Texas College (STC). Ms. Guzman has been involved with the TASFA program since October 2006. https://staffdir.southtexascollege.edu/Directory/Detail?username=kguzman6&source=s

Undocumented students remain a main target for STC. The DACA application is what assists the majority of these students to continue their education. Being an undocumented student with no legal resources to obtain legal employment can prohibit students to continue their education. Many students feared with the elimination of the DACA program they would not be able to obtain employment after they completed their education. More importantly many undocumented students feared and continue to fear being deported if DACA is completely terminated. South Texas College is staying up to date with all new information regarding the DACA program to keep all their students well informed (K. Guzman, personal communication, November 20, 2020).

Best Practices:

·         Since TASFA applications must be submitted in paper format, it is always good to inform students about updates in funding that they have available when they are dropping off their documents.

·         Inform students on what legal options they have for employment and inform them about the DACA application process.

·         Parents and students are sometimes afraid they will face deportation due to the personal information that is requested on the TASFA applications. So, informing parents and students that their information is kept safe will assist them with any doubt they might have that the information will be used against them.

Current Issues:

Undocumented students face a number of issues. The type of State financial aid they apply for is very limited and only covers tuition and fees. Also, most undocumented students are not provided with extra funding to assist with the purchasing of school’s materials they require. With the trump administration attempting to end the DACA program, many students are fearing that their education will be cut short and the information on their TASFA will be used to locate and deport them. The DACA program does not just affect students. Some of our professional educators are under the DACA program and they also fear the termination of the program and what harm it can cause them and their families (K. Guzman, personnel communication, November 20, 2020).

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The Texas Application for State Financial Aid (TASFA) is what undocumented student would need to fill out and submit to apply for state assistance for their post-secondary education. Currently students need to submit this application on paper to each individual school they are attempting to attend. This process for students can be confusing and time consuming. The Texas Higher Education Coordinating Board (THECD) is currently holding board meeting to prepare an online version of the TASFA application that the students can submit in place of the paper version. This would be beneficial for both the students and the post-secondary institution because it would speed up the application process. TASFA applications can be loaded directly into the school’s system instead of having to input all the information manually for each student.

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The Texas Application for State Financial Aid (TASFA) Advisory Committee was created to assist THECB in creating an electronic submission process for the TASFA (or similar application for state student financial assistance).

Current Status: The TASFA Advisory Committee is a statutory committee and its purpose is outlined in the Texas Administrative Code and Texas Education Code.

Meeting Schedule: The TASFA Advisory Committee meets at least three times per year. Agendas are posted in the Texas Register a minimum of seven days before a meeting.

Membership: There are 22 members who serve 3-year terms. The TASFA Advisory Committee consists of representatives from two-year, four-year, and private institutions.
Upcoming and Recent Meetings Meeting Summary Notes
If you have a suggestion for the TASFA or have comments/questions you would like to share, please contact a member of the Committee or email Claudette Jenks at Claudette.Jenks@highered.texas.gov.

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Texas Application for State Financial Aid (TASFA) Advisory Committee

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The Texas Application for State Financial Aid (TASFA) Advisory Committee was created to assist THECB in creating an electronic submission process for the TASFA (or similar application for state student financial assistance). Current Status: The TASFA Advisory Committee is a statutory committee and its purpose is outlined in the Texas Administrative Code and Texas Education Code.

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·         President Trump wanted to end the DACA program. This could have affected many undocumented students and faculty across the United States. This court filing that President Trump submitted was ultimately denied by the supreme court.

·         President Elect Biden will attempt to reopen the DACA program for new applicants immediately after he takes office.

·         President Elect Biden is going to attempt and add additional financial resources for DACA students. These new resources would include “federal student loans and pell grants” (Redden, 2020).

Undocumented students are dreaming big. If they are able to receive these additional financial resources and the DACA program continues, they will have a better path for their education and career. Many undocumented students would benefit tremendously from federal funding since not all TASFA applications can be approved due to the limited funding for that program. So, with additional funding from the federal government, those students that would normally qualify for assistance but did not because there was not enough state funding now have those additional resources.

Redden, E. (November 20, 2020). ‘They Are Americans Now’. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2020/11/10/president-elect-biden-has-pledged-reinstate-daca

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Joe Biden's victory promises a reprieve for the hundreds of thousands of young undocumented immigrants known as Dreamers who have benefited from the Deferred Action for Childhood Arrivals program. President Trump tried to end DACA, a program established by former president Obama in 2012 to provide certain young immigrants who were brought to the U.S. as children protection against deportation and the ability to legally work.

Biden has pledged to reinstate DACA, and The Washington Post reported he's planning on signing an executive order to that effect immediately after taking office on Jan. 20. Early on the morning of Election Day, at 12:28 a.m., he tweeted his support of Dreamers: "Dreamers are Americans -- and it's time we make it official."

Trump first tried to end the DACA program in 2017, but his decision was blocked by multiple federal courts. The Supreme Court ruled in June that the Trump administration had acted "arbitrarily and capriciously" in ending the program and said the decision to end it must be vacated.

The Supreme Court ruling left the door open for the Trump administration to end DACA in the future, however, so long as officials provided a reasoned explanation and went through notice and comment procedures. In July -- in an action the American Civil Liberties Union characterized as being in defiance of the Supreme Court -- the Trump administration moved to curb DACA pending a promised full review of the program. The administration said it would not consider any applications for DACA from new applicants and that it would cut the term for individuals seeking renewal to one year instead of the usual two, effectively doubling the cost to students of applying.

In addition to promising to reinstate DACA, Biden has pledged to make Dreamers newly eligible for federal student loans and Pell Grants. He also includes Dreamers in his proposal to make two years of community college tuition-free.

"They are Americans now. They should be treated as Americans now," Biden said in response to a question about his plans for DACA during a CNN town hall in November 2019. "I've met hundreds and hundreds and hundreds of DACA students. What they don't get, what this outfit doesn't get, can you imagine you're 9 years old and Mom is going to take you across the line, across the border illegally, and you go, 'no, Mom, leave me here. Leave me, I'm going to stay.' Come on, man. What are we talking about? We're going to send these children back to places they don't have any idea about, many of them don't speak the language anymore? It's bizarre. They are Americans now; they should be treated that way and we should find a pathway for citizenship for the rest of the folk."

College and university leaders have been vocal in supporting DACA and a path to citizenship for Dreamers. A report issued in April estimated that undocumented immigrant students make up about 2 percent of all students enrolled in U.S. higher education. Of these estimated 454,000 students, researchers estimated a little less than half -- 216,000 -- are eligible for DACA.

Thousands of students who aged into eligibility for the DACA program -- applicants have to be at least 15 years old -- have not been able to apply since the Trump administration stopped accepting new applications for the program in September 2017. The Migration Policy Institute estimated in June there were at that point about 66,000 young people who have aged into DACA eligibility since 2017.

A reinstatement of DACA would provide immediate relief to new would-be applicants for the program. But advocates for undocumented students emphasize DACA is a stopgap solution and what's really needed is a pathway to permanent residency or citizenship.

Congress would have to act for that to happen. Various versions of a DREAM Act that would provide a pathway to permanent residency for Dreamers have been introduced in Congress since 2001 but have always fallen short of garnering the necessary votes.

The Democrat-controlled House of Representatives passed a bill that would grant a path to permanent residency for Dreamers in 2019, but the Republican-controlled Senate has yet to take it up. A bipartisan group of senators led by Lindsey Graham, Republican of South Carolina, and Dick Durbin, Democrat of Illinois, introduced a Dream Act in the Republican-controlled Senate in 2019, but no action has been taken on the bill.

Whether Republicans will retain control of the Senate during the first two years of Biden's presidency remains to be seen, to be determined by the outcomes of two runoff elections in Georgia.

A Fox News poll in 2017 found that 83 percent of people support a legal pathway to citizenship for undocumented immigrants who were brought to the U.S. as children.

"There is broader bipartisan support for creating a pathway to legal residency and citizenship for Dreamers," said Miriam Feldblum, the executive director of the Presidents' Alliance on Higher Education and Immigration, an association of college leaders that advocates for welcoming immigration policies for undocumented and international students.

"I think that is hopeful," said Feldblum. She added that the Trump White House "was a significant deterrent any time one got closer to compromise."

Michael A. Olivas, a professor emeritus of law at the University of Houston and author of a book chronicling the legislative and political history of DACA and the DREAM Act, added that getting Stephen Miller, Trump's hard-line immigration adviser, out of the White House "is going to clear a lot of the brush that's in the way."

"Until there is either a DREAM Act, which was advanced by the House, by the way, or there is comprehensive immigration reform, these kids cannot rest easily," Olivas said.

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President-elect Biden has pledged to reinstate DACA

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Joe Biden's victory promises a reprieve for the hundreds of thousands of young undocumented immigrants known as Dreamers who have benefited from the Deferred Action for Childhood Arrivals program. President Trump tried to end DACA, a program established by former president Obama in 2012 to provide certain young immigrants who were brought to the U.S.

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The Trump administration has attempted to end the DACA program that can endanger numerous amounts of undocumented students. Fortunately, that attempt was blocked by the U.S. Supreme Courts.

·      The Trump administration is rejecting the initial new DACA applications being submitted.

·      They will only consider renewals, but it would be on a case by case situation and if they would get approved it would only be for one year instead of two (Mangan, 2020).

This uncertainty has put numerous amounts of undocumented people in danger. Families are extremely happy that the U.S. Supreme Court ruled against ending the program. Unfortunately, current DACA students are not guaranteed to stay on the program with this current administration.

Mangan, K. (July 28, 2020). Trump Administration Will Reject New DACA Applications While It Reviews Program. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/trump-administration-will-reject-new-daca-applications-while-it-reviews-program?cid=gen_sign_in

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The Trump administration announced Tuesday that it will reject new applications to the Obama-era program that protects certain undocumented immigrants brought to the United States as children. It will consider renewals on a case-by-case basis but limit them to one year instead of two while it conducts a legal review of the Deferred Action for Childhood Arrivals, or DACA, program.

The latest move by the White House defies a federal judge's ruling this month that the administration must start accepting new applications to the program that has shielded around 700,000 immigrants from the threat of deportation and allowed them to work. Along with rejecting initial DACA requests, the White House will turn down all associated applications for work authorization documents - a move that will add to the economic stress and uncertainty facing undocumented families hard hit by the coronavirus pandemic.

Last month, the U.S. Supreme Court blocked the White House's efforts to immediately end the DACA program, saying it hadn't provided adequate justification for doing so. The Trump administration continues to contend the program is illegal.

Ending DACA was one of Trump's central campaign promises, but he has flip-flopped on the issue in recent years, saying at one point that so-called Dreamers shouldn't worry because he has "a big heart."

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Trump Administration Will Reject New DACA Applications While It Reviews Program

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The Trump administration announced Tuesday that it will reject new applications to the Obama-era program that protects certain undocumented immigrants brought to the United States as children. It will consider renewals on a case-by-case basis but limit them to one year instead of two while it conducts a legal review of the Deferred Action for Childhood Arrivals, or DACA, program.

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Article 1 of the Texas Constitution guarantees equality under the law. A person cannot be denied based on sex, race, color, creed, or national origin (Tex. Const. art. 1, § 3a, added 1972).

·      Texas guarantees all individuals within the state equal rights

·      Nobody can be denied services based on national origins

This Texas constitution provides protection for individuals requesting assistance. This can protect DACA students when they are requesting assistance to continue their education.

Tex. Const. art. 1, § 3a (added 1972).

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THE TEXAS CONSTITUTION



ARTICLE 1. BILL OF RIGHTS



Sec. 3a. EQUALITY UNDER THE LAW. Equality under the law shall not be denied or abridged because of sex, race, color, creed, or national origin. This amendment is self-operative.


(Added Nov. 7, 1972.)

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THE TEXAS CONSTITUTION ARTICLE 1. BILL OF RIGHTS

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THE TEXAS CONSTITUTION ARTICLE 1. BILL OF RIGHTS Sec. 3a. EQUALITY UNDER THE LAW. Equality under the law shall not be denied or abridged because of sex, race, color, creed, or national origin. This amendment is self-operative. (Added Nov. 7, 1972.)

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The equal education opportunities and transportation of students policy of the United States Code allows students to receive equal education in all public institution. All children are entitled to equal education without having to worry about race, color, sex, or national origin (20 USC § 1701).

This policy that was enacted by congress gave further strength to individuals wanting to receive a free education. They could not be denied these services based on their race, color, sex, or national origin.

Equal Education Opportunities and Transportation of Students, 20 USC § 1701.

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§1701. Congressional declaration of policy

(a) Entitlement to equal educational opportunity; neighborhood as appropriate basis

The Congress declares it to be the policy of the United States that-

(1) all children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin; and

(2) the neighborhood is the appropriate basis for determining public school assignments.

(b) Purpose

In order to carry out this policy, it is the purpose of this subchapter to specify appropriate remedies for the orderly removal of the vestiges of the dual school system.

( Pub. L. 93-380, title II, §202, Aug. 21, 1974, 88 Stat. 514.)

Effective Date

Section effective on and after sixtieth day after Aug. 21, 1974, see section 2(c) of Pub. L. 93-380, set out as a note under section 1221-1 of this title.

Short Title

Pub. L. 93-380, title II, §201, Aug. 21, 1974, 88 Stat. 514, provided that: "This title [enacting this chapter and section 1228 of this title and amending section 1608 of this title] may be cited as the 'Equal Educational Opportunities Act of 1974'."

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[USC02] 20 USC 1701: Congressional declaration of policy

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(a) Entitlement to equal educational opportunity; neighborhood as appropriate basis The Congress declares it to be the policy of the United States that- (1) all children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin; and (2) the neighborhood is the appropriate basis for determining public school assignments.

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In the Dear Colleague Letter issued by the Department of Education, it is stated that all public education institutions are required to pride all children equal opportunities to a public education (Ali et al., 2011).

This letter went on to state that the Department of Education prohibits any form of discrimination and that they encourage all institutions to accept students around their regions. They also issued examples of proper enrollment processes.

Ali, R., Rose, C. P., & Perez, T. E. (May 6, 2011). Joint “Dear Colleague” Letter. U.S. Department of Education, Office of Civil Rights. Retrieved from https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201101.html

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May 6, 2011

Dear Colleague:

Under Federal law, State and local educational agencies (hereinafter "districts") are required to provide all children with equal access to public education at the elementary and secondary level. Recently, we have become aware of student enrollment practices that may chill or discourage the participation, or lead to the exclusion, of students based on their or their parents' or guardians' actual or perceived citizenship or immigration status. These practices contravene Federal law. Both the United States Department of Justice and the United States Department of Education (Departments) write to remind you of the Federal obligation to provide equal educational opportunities to all children residing within your district and to offer our assistance in ensuring that you comply with the law.

The Departments enforce numerous statutes that prohibit discrimination, including Titles IV and VI of the Civil Rights Act of 1964. Title IV prohibits discrimination on the basis of race, color, or national origin, among other factors, by public elementary and secondary schools. 42 U.S.C. § 2000c-6. Title VI prohibits discrimination by recipients of Federal financial assistance on the basis of race, color, or national origin. 42 U.S.C. § 2000d. Title VI regulations, moreover, prohibit districts from unjustifiably utilizing criteria or methods of administration that have the effect of subjecting individuals to discrimination because of their race, color, or national origin, or have the effect of defeating or substantially impairing accomplishment of the objectives of a program for individuals of a particular race, color, or national origin. See 28 C.F.R. § 42.104(b)(2) and 34 C.F.R. § 100.3(b)(2).

Additionally, the United States Supreme Court held in the case of Plyler v. Doe, 457 U.S. 202 (1982), that a State may not deny access to a basic public education to any child residing in the State, whether present in the United States legally or otherwise. Denying "innocent children" access to a public education, the Court explained, "imposes a lifetime hardship on a discrete class of children not accountable for their disabling status. . . . By denying these children a basic education, we deny them the ability to live within the structure of our civic institutions, and foreclose any realistic possibility that they will contribute in even the smallest way to the progress of our Nation." Plyler, 457 U.S. at 223. As Plyler makes clear, the undocumented or non-citizen status of a student (or his or her parent or guardian) is irrelevant to that student's entitlement to an elementary and secondary public education.

To comply with these Federal civil rights laws, as well as the mandates of the Supreme Court, you must ensure that you do not discriminate on the basis of race, color, or national origin, and that students are not barred from enrolling in public schools at the elementary and secondary level on the basis of their own citizenship or immigration status or that of their parents or guardians. Moreover, districts may not request information with the purpose or result of denying access to public schools on the basis of race, color, or national origin. To assist you in meeting these obligations, we provide below some examples of permissible enrollment practices, as well as examples of the types of information that may not be used as a basis for denying a student entrance to school.

In order to ensure that its educational services are enjoyed only by residents of the district, a district may require students or their parents to provide proof of residency within the district. See, e.g., Martinez v. Bynum, 461 U.S. 321, 328 (1983). For example, a district may require copies of phone and water bills or lease agreements to establish residency. While a district may restrict attendance to district residents, inquiring into students' citizenship or immigration status, or that of their parents or guardians would not be relevant to establishing residency within the district.

A school district may require a birth certificate to ensure that a student falls within district-mandated minimum and maximum age requirements; however, a district may not bar a student from enrolling in its schools based on a foreign birth certificate. Moreover, we recognize that districts have Federal obligations, and in some instances State obligations, to report certain data such as the race and ethnicity of their student population. While the Department of Education requires districts to collect and report such information, districts cannot use the acquired data to discriminate against students; nor should a parent's or guardian's refusal to respond to a request for this data lead to a denial of his or her child's enrollment.

Similarly, we are aware that many districts request a student's social security number at enrollment for use as a student identification number. A district may not deny enrollment to a student if he or she (or his or her parent or guardian) chooses not to provide a social security number. See 5 U.S.C. §552a (note). If a district chooses to request a social security number, it shall inform the individual that the disclosure is voluntary, provide the statutory or other basis upon which it is seeking the number, and explain what uses will be made of it. Id. In all instances of information collection and review, it is essential that any request be uniformly applied to all students and not applied in a selective manner to specific groups of students.

As the Supreme Court noted in the landmark case of Brown v. Board of Education, 347 U.S. 483 (1954), "it is doubtful that any child may reasonably be expected to succeed in life if he [or she] is denied the opportunity of an education." Id. at 493. Both Departments are committed to vigorously enforcing the Federal civil rights laws outlined above and to providing any technical assistance that may be helpful to you so that all students are afforded equal educational opportunities. As immediate steps, you first may wish to review the documents your district requires for school enrollment to ensure that the requested documents do not have a chilling effect on a student's enrollment in school. Second, in the process of assessing your compliance with the law, you might review State and district level enrollment data. Precipitous drops in the enrollment of any group of students in a district or school may signal that there are barriers to their attendance that you should further investigate.

Please contact us if you have any questions or if we can provide you with assistance in ensuring that your programs comply with Federal law. You may contact the Department of Justice, Civil Rights Division, Educational Opportunities Section, at (877) 292-3804 or education@usdoj.gov, or the Department of Education Office for Civil Rights (OCR) at (800) 421-3481 or ocr@ed.gov. You may also visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the OCR enforcement office that serves your area. For general information about equal access to public education, please visit our websites at http://www.justice.gov/crt/edo and http://www2.ed.gov/about/offices/list/ocr/index.html.

We look forward to working with you. Thank you for your attention to this matter and for taking the necessary steps to ensure that no child is denied a public education.

Sincerely,

Russlynn Ali
Assistant Secretary
Office for Civil Rights
U.S. Department of Education

Homeless children and youth often do not have the documents ordinarily required for school enrollment such as proof of residency or birth certificates. A school selected for a homeless child must immediately enroll the homeless child, even if the child or the child's parent or guardian is unable to produce the records normally required for enrollment. See 42 U.S.C. § 11432(g)(3)(C)(i).

Federal law provides for certain limited exceptions to this requirement. See Pub. L. 93-579 § 7(a)(2)(B).

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elementary secondary education; enrollment trends; parents; public schools; school districts; students; title vi of the civil rights act of 1964; citizenship; basic education; parents

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May 6, 2011 Dear Colleague: Under Federal law, State and local educational agencies (hereinafter "districts") are required to provide all children with equal access to public education at the elementary and secondary level.

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Slide 9: Federal, U.S. Supreme Court. Judicial Law

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Slide 9: Federal, U.S. Supreme Court. Judicial Law

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In the court decision by Plyler v. Doe, the courts decided that states could not deny free public education to students based on their immigration status (Plyler v. Doe, 1982).

This court case provided a backing to undocumented students to begin or continue their education without resistance. This court case essential paved ways for future decisions that provided stability for the education of undocumented students.

Plyler v. Doe, 457 U.S. 202 (1982).

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Citations are generated automatically from bibliographic data as a convenience, and may not be complete or accurate.

Chicago citation style:

Brennan, William J., Jr, and Supreme Court Of The United States. U.S. Reports: Plyler v. Doe, 457 U.S. 202. 1981. Periodical. https://www.loc.gov/item/usrep457202/.

APA citation style:

Brennan, W. J. & Supreme Court Of The United States. (1981) U.S. Reports: Plyler v. Doe, 457 U.S. 202. [Periodical] Retrieved from the Library of Congress, https://www.loc.gov/item/usrep457202/.

MLA citation style:

Brennan, William J., Jr, and Supreme Court Of The United States. U.S. Reports: Plyler v. Doe, 457 U.S. 202. 1981. Periodical. Retrieved from the Library of Congress, <www.loc.gov/item/usrep457202/>.

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Citations are generated automatically from bibliographic data as a convenience, and may not be complete or accurate. Brennan, William J., Jr, and Supreme Court Of The United States. U.S. Reports: Plyler v. Doe, 457 U.S. 202. 1981. Periodical. https://www.loc.gov/item/usrep457202/. Brennan, W. J. & Supreme Court Of The United States. (1981) U.S.

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South Texas College (STC) has an affidavit policy for undocumented students that are requesting state financial assistance. Student must fill out an affidavit stating they have been residence of the state of Texas. They do this in order to be charged in state tuition and be eligible to fill out and submit the TASFA application. This helps our undocumented students because it provides them the opportunity to continue their education at a reasonable cost with financial assistance.

South Texas College. (n.d.). Senate Bill 1528-TASFA. Retrieved from  https://studentservices.southtexascollege.edu/finaid/SB1528/index.html

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The Office of Student Financial Services is committed to helping all our students attain their educational goals by providing quality assistance in addressing their financial needs. As specified by Senate Bill 1528, state law permits students that are neither US citizens nor permanent residents to be classified as Texas residents for admissions and financial aid purposes, thus making them eligible for state aid. Please take advantage of the resources provided below as a guide to a successful financial aid experience.

Eligibility Requirements

Students who fall under Senate Bill 1528 are declaring themselves residents of the State of Texas, therefore making them eligible for State Aid. Here are the requirements that must be satisfied:

Must have lived in Texas at least 3 years before receiving their High School (in Texas) diploma or GED

Must have lived in Texas at least 3 years before enrolling in a public college/university (in Texas)

Must fill out an affidavit with the Office of Admissions & Records declaring that he/she will apply for residency as soon as able to do so

How To Apply

Keep in mind that State Grants are limited. To maximize your chances of receiving state funds, please be sure to complete all necessary steps to complete your financial aid file as soon as possible.

What you Need to Apply
Here is a checklist of documents you will need to submit to the STC Office of Student Financial Services:

Texas Application for State Financial Aid (TASFA)

Tax Documents

Tax Filers must submit an IRS Tax Return Transcript

Non-tax filers must submit a Notarized Income Statement

Worksheet 1: Confirmation of Eligibility

Selective Service Registration Card (males only)

After Applying
Be sure to complete the process:

Check the status of your financial aid application with the Office of Student Financial Services

Enroll in at least 9 credit hours (TEXAS Grant renewal students only) or 6 credit hours (TEOG)

Submit your affidavit with the STC Office of Admissions & Records

Ensure that the Office of Admissions & Records has received your official High School transcript

Deadlines

Since funding is limited, not all applicants who apply will be awarded State Grants. We encourage all students who fall under Senate Bill 1528 to apply and complete their financial aid paperwork as soon as possible in order to maximize their chances of receiving an award.
Our Recommended Priority Date is:

May 31st for Fall semester

Please see the Forms below to start completing your paperwork.

Senate Bill 1528 Forms
Checklist for completing your Financial Aid Packet

Texas Application for State Financial Aid (TASFA)

Tax Documents

Tax Filers must submit an IRS Tax Return Transcript

Non-tax filers must submit a Notarized Income Statement

Worksheet 1: Confirmation of Eligibility

Selective Service Registration Card (males only)

Complete the process! Submit the following documents:

Admissions Affidavit: This notarized statement can be obtained from and must be submitted to Office of Admissions and Records.

High School Transcript: Once you have graduated from high school, be sure that the Office of Admissions and Records has received a copy of your final official high school transcript.

Students are encouraged to submit all necessary documentation for the Fall semester before May 31st due to limited funding.

Selective Service
To be completed by male students only. Once registration is confirmed by Selective Service, please provide the Office of Student Financial Services with a copy of your registration card.
Selective Service

Worksheet 1: Confirmation of Eligibility
Beginning with the 2010-2011 academic year, Texas Higher Education Coordinating Board will require institutions to collect a statement from each TEXAS Grant or TEOG recipient prior to the disbursement of funds.
Worksheet 1

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The Office of Student Financial Services is committed to helping all our students attain their educational goals by providing quality assistance in addressing their financial needs. As specified by Senate Bill 1528, state law permits students that are neither US citizens nor permanent residents to be classified as Texas residents for admissions and financial aid purposes, thus making them eligible for state aid.

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In the educator’s code of ethics, it prohibits educators to disclose any information related to students. It also enforces any rules and regulations set forth by the institutions. With this rules that educators have to follow, students can feel safe that their immigration status will not be disclosed. Furthermore, they can continue their education without being denied due to their immigration status (19 TAC § 247.2).

Educators’ Code of Ethics, 19 Tex. Admin. Code § 247.2.

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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With the court cases such as Plyler v. Doe that ensured all undocumented students had the equal opportunity to a free education. To the creation of the Deferred Action for Childhood Arrivals (DACA) program that has allowed undocumented students to apply for work visas or continue their education. The support for undocumented students has grown. In my current job position I encounter undocumented students on a daily basis that want to continue their education but are afraid to do so. With court cases that have been won and new programs for undocumented students, I can now provide a variety of resources to these students. This does not only help them but has helped me in advancing my educational knowledge related to this topic.

Pena, J. (July 5, 2019). Undocumented Students: History and Implications for Higher Education Administrators. Journal of Higher Hispanic Education. https://doi.org/10.1177/1538192719860482

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This article provides a brief history of undocumented students and higher education, from the landmark case of Plyler v. Doe to the examination of Deferred Action for Childhood Arrivals. As lawmakers engage in debate regarding undocumented immigrants, states have attempted to provide educational clarity. In addition, academic institutions such as The University of California, Berkeley through their Undocumented Student Program (USP) have taken measures to address the needs of undocumented students in higher education.

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Undocumented Students: History and Implications for Higher Education Administrators - Jeremy Peña, 2019

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This article provides a brief history of undocumented students and higher education, from the landmark case of Plyler v. Doe to the examination of Deferred Action for Childhood Arrivals. As lawmakers engage in debate regarding undocumented immigrants, states have attempted to provide educational clarity.

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Some recommendations for best practices are the following:

·       All educators should be informed about current and changing laws that can affect their students.

·       K-12 and post-secondary institutions must provide proper resources to all legal updates that can affect undocumented students.

·       Outreach programs can be established to target undocumented students to inform them of their resources both financially and legally to start or continue with their post-secondary education.

·       Post-secondary institutions must provide the proper guidance for undocumented students in applying for financial assistance.

·       Simplify the TASFA application for students.

·       Often times, students do not want to disclose their immigration status due to the fear of being ridiculed. All faculty and staff at all levels of education must provide the best assistance to their professional capacity to ensure the students feel welcomed.

·       Higher education institutions must adapt their faculty, staff and student policies to ensure compliance with state and federal regulations.