As part of CUNY-IIE’s mission, we aim to advocate for equitable educational policies and opportunities for all regardless of immigration status. To that end, we seek to develop, support, and execute CUNY-IIE’s immigrant-centered policy priorities.

 
 

Policy Brief: Enhancing Educational Equity for Immigrant Students In New York State

This CUNY-IIE policy brief presents targeted recommendations that seek to foster equitable educational opportunities for all students, regardless of immigration status. Organized in three core focus areas, it calls for:

  • Developing pathways to careers in education for undocumented aspiring educators

  • Fostering educator and leader knowledge and skills around immigration issues and the education of immigrant students

  • Creating in-school supports for undocumented and other immigrant students

This brief outlines actionable steps for policymakers and educational stakeholders to advance equity for immigrant-origin students, their families, and the educators who interact with them in New York State schools and districts.

This brief has not been reviewed by the New York State Education Department.

 
 

For possible updates on this information, please go to the CUNY Teacher Education Programs website.

NYSED Updates Policy on Fingerprinting and Clinical Placements for Undocumented Students

On September 2022, the New York State Education Department (NYSED) released new guidance allowing undocumented students enrolled in education programs to do fieldwork, take State certification exams, and/or student teach in certain schools in New York State. Under this policy, undocumented students who do not have a social security number (SSN) can student teach in charter schools, independent (private) schools, and/or some schools in and outside New York City. This guidance was updated in April 2024 (see here).

In addition, undocumented students without US citizenship, legal residency, or a SSN can receive initial certification, which is valid for five years. However, citizenship or legal residence is still required for initially certified educators to advance to professional certification.

The new NYSED policy will open the path for undocumented educators to bring their skills and lived experiences to the classroom, where they are so urgently needed. In "The State of Undocumented Educators in New York" report (2021), CUNY-IIE’s UndocuEdu team details the experiences of DACA recipients and undocumented professionals in the education field. Based on focus groups and a survey of undocumented immigrants and DACA recipients, the report describes the challenges and conditions they face to obtain a degree in education and work in their field. It also provides recommendations for institutions that can open the path for undocumented educators. 

The report's key recommendations include the following:

  • Creating educator pipeline programs for all education students regardless of immigration status.

  • Waiving testing fees for all students who demonstrate financial need.

  • Creating sustainable solutions to hire educators without work authorization. 

  • Including the undocumented experience in the curriculum—particularly in teacher education programs and other fields related to education services.

  • Providing explicit and transparent information about the requirements and qualifications needed to finish undergraduate programs in education as they pertain to non-citizen students. 

The authors also recommended eliminating the social security number required for certification exams and student teaching. CUNY-IIE applauds NYSED’s recent enactment of this policy change, which will enable undocumented students to advance their careers as educators. Nevertheless, further policy changes are still needed for undocumented educators to be able to fully contribute their skills and lived experiences as teachers in classrooms throughout New York State.

Important resources:

 
 
 

Opening Doors to Undocumented Students: Updates on NYSED Guidance for Education Majors

During the 2023 CUNY Education Conference, panelists helped clarify current NYSED policies and shared the impact of the guidelines that allow undocumented students to complete fieldwork/student teaching, take certification exams, and receive certification.

Presenters:

  • Tatyana Kleyn, CCNY & CUNY-Initiative on Immigration and Education

  • Cynthia Carvajal, CUNY Undocumented and Immigrant Student Programs

  • Farah Said, CCNY & CUNY-Initiative on Immigration and Education

  • Nancy Stern, CCNY& CUNY-Initiative on Immigration and Education

  • Ashleigh Thompson, CUNY University Dean for Education