Each year, thousands of people migrate to the United States in search of work and a living wage — an opportunity to pursue the American dream. An estimated 50,000 to 60,000 young adults — children of undocumented immigrants — graduated from high schools this year, yet none of them will be able to attend college, become a citizen, or enter into an occupation with much hope of upward mobility. Even though half of the states have moved toward legislation that would allow undocumented immigrants to pay in-state tuition, current immigration policy bars states from offering tuition breaks to students who cannot prove residency. This effectively restricts undocumented persons from going to college.

This could change soon if members of Congress approve two similar bills, HR 1684 and S 1545, the Student Adjustment Act in the House and the DREAM (Development, Relief, and Education for Alien Minors) Act in the Senate. Both propose to repeal Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, thereby allowing states to offer financial aid or in-state tuition to undocumented students, regardless of their citizenship. Further, both bills provide ways for students to gain conditional permanent resident status in the U.S. upon graduation from high school, acceptance to college, or earning a GED, assuming the individual is of “good moral character,” was brought to the United States before turning 16, and has lived here for five or more years.

Sponsor of the DREAM Act, Senator Orrin Hatch (R-UT), said when introducing the bill on the Senate floor that he is “proud that the Dream Act provides illegal alien children with options for higher education, as well as the opportunity to earn legal residence in the United States.” The Act also protects students (age 12 and up) from deportation before they graduate from high school, and allows them to qualify for work authorization while in school.

Representative Joseph Crowley (D-NY) approves of the legislation, saying, “When students across the country are unable to fulfill their dream of attending college, their own lives are not only short-changed, the communities that are depending on their talent are short-changed.”

The Presbyterian Church (U.S.A.) has long favored educational oppor- tunities for all. In 1972 the General Assembly:

1. Reaffirm[ed] its conviction that public schools should make available good, equitable, integrated education for all...
2. Reaffirm[ed] its conviction that schools in every community should provide compensatory education for disadvantaged children that will help equalize their opportunities...

   (UPCUSA, 1972, pp.1025-1026).

Undoubtedly, we are called as Presbyterians to seek justice for those less fortunate than ourselves. The Act will help students like Dario, an 11th grader from Maryland, who immigrated to the United States from Guatemala when he was three years old. He testified in support of the Acts by saying, “this legislation gives me hope that I will be able to contribute to the community to the best of my ability. I would like to thank the members of Congress who have sponsored this legislation, and ask that the entire Congress support the Student Adjustment Act. This legislation is vital to my future and the future of other students like me, who only want a chance to continue their educations and be their best.”