Teaching in an area teeming with immigrant families, people often inquire how many of my students are undocumented. I typically side-step the question because it requires me to admit that I lie to my students. I lie whenever I stand in front of my seventh graders, and say: “Work hard and you can go to college anywhere you want and be anything you want to be.” The truth is that their education, their career, their life will be influenced by immigration status.
As a part of Teach For America, I believe that the Achievement Gap can be closed. However, in addition to schools and teachers, immigration status is another pervasive component of the Achievement Gap. Teaching students from undocumented families has convinced me that we must consider the DREAM Act not only part of immigration reform, but also part of education reform.
If my undocumented students manage to overcome all the typical challenges low-income students face — elementary schools that have left them grade levels behind, additional responsibilities at home, violence in their communities — they will still be undocumented. Immigration laws reinforce the achievement gap beyond middle and high school. Even the absolute best students, if undocumented, are forced to choose colleges that turn a blind eye to a lack of paperwork. The colleges the best students in my school system attend barely reach the levels that the middle 50% of students at excellent private schools attend.
Opponents of the DREAM Act continue to suggest that undocumented children should suffer from their parents’ decisions. Most recently, the Texas Republicans noted in their 2012 platform that “non-citizens unlawfully present in the United States” should not be allowed to enroll in public schools. As a teacher, I do not know how to encourage students to be good community members when that very community desires to punish them for something entirely outside their control