When we think about the crisis at the border, images from Texas come to mind.

Actually, the crisis is a lot closer than that. Last year, media coverage about middle-of-the-night flights to New York airports drew attention to the fact that the crisis touches communities throughout the U.S., including the Hudson Valley. In this post, we explore how immigrant children make their way to the Hudson Valley, why, and the effects on local communities and school districts.

Among the masses crossing the boarder are unaccompanied children.

According to Pew Research, there were over 144,000 in 2021. While awaiting immigration proceedings, the Office of Refugee Resettlement (ORR) is required by Federal law to feed, shelter, and care for these minors until they can be released to safe settings with sponsors. About 85% are released to sponsors – usually family – while  others enter foster care or are taken in by charities across the U.S.  Sponsors must provide for a child’s physical and mental well-being.  Because of trafficking, abuse, violence and smuggling, policies protect the children’s identities and locations.

Between October 1, 2020 and August 31, 2021, unaccompanied children transported and released to sponsors across the Hudson Valley include 282 in Orange County; 553 in Rockland County; 570 in Westchester County; 73 in Putnam County; 109 in Dutchess County; and 80 in Ulster County.  Does that mean the local school districts had to absorb the increase in enrollment and educational needs? In a word, yes.

As reported by the U.S. Department of Health & Human Services, “When unaccompanied children are released to an appropriate sponsor, while awaiting immigration proceedings, they have a right — just like other children living in their community — to enroll in local schools regardless of their or their sponsors’ actual or perceived immigration or citizenship status. State laws also require children to attend school up to a certain age.”

While no one can deny the heartbreak felt for unaccompanied children, there are also concerns about the impact on local communities and schools. Some of the children have learning disabilities, can’t speak English, and don’t know Spanish. They may not have attended school before. Although young, there are concerns about potential gang affiliations, violence, and drugs. All of this can put additional stress on a district’s finances, staff, programs, and performance.

The DOE lists these resources that may be helpful for communities enrolling immigrant children:

• Services for Educationally Disadvantaged Children (Title I):Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides funds to drive achievement of children at high-poverty schools. Newly arrived immigrant children attending Title I schools, may be eligible to receive Title I, Part A services. For more information, click here.
• Individuals with Disabilities Education Act (IDEA):IDEA funds may be used to evaluate children suspected of having a disability. If a child is found to have a disability, funds may be used to provide special education and related services. For more information, click here.
• English Language Acquisition Programs:Up to 15% of a state’s Title III funds under the ESEA must be set aside for subgrants to local education agencies with a significant increase in immigrant students to be used for improving instruction, providing tutoring and intensified instruction, and conducting community participation programs. If a state previously reserved a lesser amount, it can increase that amount for next year’s subgrants. Click here and here for more information.
• McKinney-Vento Act:Children who live with sponsor family members in “doubled-up” housing (i.e., sharing the housing of other persons due to economic hardship or a similar reason) may be eligible for services under the act. Eligibility information is here. Information about rights and services is here.
• Migrant Education Programs (MEP):MEP provides education and support services to children who are migratory agricultural workers or fishers. Newly arrived immigrant children may qualify, as determined on a case-by-case basis. Additional information is available here.
• National Clearinghouse for English Language Acquisition:This Clearinghouse provides non-monetary aide in academic language development and models to serve recently arrived immigrant students and English language learners. Additional information is here.

If you have questions, refer to these DOE Resources: Fact Sheet and Fact Sheet II: Enrolling New Immigrant Students. For additional information, please call the U.S. Department of Education  at 1-800-USA-LEARN. Finally, if you know any sponsors or unaccompanied children who could use assistance, here’s A Guide to Resources in the Hudson Valley for Immigrants.

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