CHICAGO - December 22, 2010 - Illinois will be down a seat in the House of Representatives following the 2012 elections, according to yesterday's US Census Bureau announcement. Analysis from the Latino Policy Forum indicates that two seats would have been stripped from Illinois, had the state's Latino population not grown as dramatically as it has over the past decade.
"Latinos have made significant, well-documented contributions to the workforce and economy," said Sylvia Puente, executive director of the Latino Policy Forum. "But beyond economics, Census data show how Latinos' sheer numbers are benefiting Illinois."
Without a Latino population increase of nearly half a million people since 2000, Illinois would have fallen short of the population needed for an 18th House seat, having sufficient population for just 17 seats. This shortfall is estimated at 315,656 to 368,937 people, according to analysis from the Latino Policy Forum.
Based on total apportionment population, each House seat represents 716,767 people, meaning that Illinois' current 18-seat apportionment requires a population of 12,793,806. But without the Latino growth, Illinois population would have come in at an estimated 12,424,869, good for only 17 House seats.
While Latino-specific population numbers for 2010 are yet to be released, annual American Community Survey data shows that Illinois Latinos account for nearly 90 percent of the state's population growth since 2000 - not to mention 3 of every 4 new entrants to the local labor market and an estimated $41 billion in state purchasing power. What's more, Latino Policy Forum analysis indicates that the state's growing Latino population will bring a staggering $30 billion in Federal funding to the state over the next ten years - that's nearly $1,500 per person per year for each of the 2 million Latinos potentially counted in the 2010 Census.
"Given all that the growing Latino community has contributed - and will contribute - to the state of Illinois, it's time that Latinos achieve parity in electoral representation at both the state and federal levels," said Puente. "Latinos have saved a seat for Illinois - it follows that a Latino representative have an additional seat at the table in the Congressional reapportionment."
About the Latino Policy Forum
The Latino Policy Forum is the only organization in the Chicago area that facilitates the involvement of Latinos at all levels of public decision-making. The Forum conducts analysis to
inform, influence and lead. Its goals are to improve education outcomes, advocate for affordable housing, promote just immigration policies, and engage diverse sectors of the community, with an understanding that advancing Latinos advances a shared future. For more information, visit www.latinopolicyforum.org.
###
Wednesday, December 22, 2010
Holiday Greetings
Dear Colleagues,
On behalf of the ILACHE Board, we wish you a happy holiday season and a healty and prosperous New Year. Thank you for supporting us in 2010. We look forward to working with you in the coming year.
Sincerely,
Elizabeth Ortiz
On behalf of the ILACHE Board, we wish you a happy holiday season and a healty and prosperous New Year. Thank you for supporting us in 2010. We look forward to working with you in the coming year.
Sincerely,
Elizabeth Ortiz
Tuesday, December 21, 2010
60 Minutes segment entitled "State Budgets: Day of Reckoning"
Colleagues:
Did you watch the 60 Minutes segment entitled "State Budgets: Day of Reckoning" (is there a message there?) last night on CBS? If not, it is available on cbs.com at the 60 Minutes website, and I urge you to view it. In it, CBS' Steve Kroft interviewed Illinois Comptroller Dan Hynes and NJ Gov. Chris Christie on their states' fiscal crises. (It was nice to see that CBS referred to the "University of Illinois" (as one of the State's creditors) while showing video of UIC.) The focus of the interviews made it quite clear that public employee pensions are to blame for the states' fiscal crises. While Hynes was more circumspect, Christie bared no holds and was very blunt and direct in his position, throwing down the gauntlet to public employees and their unions.
--
Merrill L. Gassman, Ph.D.
Did you watch the 60 Minutes segment entitled "State Budgets: Day of Reckoning" (is there a message there?) last night on CBS? If not, it is available on cbs.com at the 60 Minutes website, and I urge you to view it. In it, CBS' Steve Kroft interviewed Illinois Comptroller Dan Hynes and NJ Gov. Chris Christie on their states' fiscal crises. (It was nice to see that CBS referred to the "University of Illinois" (as one of the State's creditors) while showing video of UIC.) The focus of the interviews made it quite clear that public employee pensions are to blame for the states' fiscal crises. While Hynes was more circumspect, Christie bared no holds and was very blunt and direct in his position, throwing down the gauntlet to public employees and their unions.
--
Merrill L. Gassman, Ph.D.
Wednesday, December 8, 2010
HSF/ General College Scholarships
HSF/ General College Scholarships
Calendar
Application Available September 1, 2010
Application Deadline December 15, 2010
Application Processing January through May 2011
Selections June 2011
Award Notifications July 2011
Verification of Enrollment Fall 2011
Award Distribution Fall 2011
Program Description
HSF/ General College Scholarships are designed to assist students of Hispanic heritage obtain a college degree. Scholarships are available on a competitive basis to:
•Graduating High School Seniors
•Community College Students
•Community College Transfer Students
•Undergraduate Students
•Graduate Students
Award amounts generally range from $1,000 to $5,000.
APPLY NOW
Eligibility Requirements
•Be of Hispanic heritage
•Be a U.S. citizen or legal permanent resident with a permanent resident card or passport stamped I-551 (not expired)
•Have a minimum cumulative grade point average (GPA) of 3.0 on a 4.0 scale
•Have plans to enroll FULL-TIME in a degree seeking program at a two or four year U.S. accredited institution in the U.S., Puerto Rico, U.S. Virgin Islands or Guam during the 2011-2012 academic year
•Must apply for federal financial aid by completing the Free Application for Federal Student Aid (FAFSA)
•Be pursuing first undergraduate or graduate degree
Calendar
Application Available September 1, 2010
Application Deadline December 15, 2010
Application Processing January through May 2011
Selections June 2011
Award Notifications July 2011
Verification of Enrollment Fall 2011
Award Distribution Fall 2011
Program Description
HSF/ General College Scholarships are designed to assist students of Hispanic heritage obtain a college degree. Scholarships are available on a competitive basis to:
•Graduating High School Seniors
•Community College Students
•Community College Transfer Students
•Undergraduate Students
•Graduate Students
Award amounts generally range from $1,000 to $5,000.
APPLY NOW
Eligibility Requirements
•Be of Hispanic heritage
•Be a U.S. citizen or legal permanent resident with a permanent resident card or passport stamped I-551 (not expired)
•Have a minimum cumulative grade point average (GPA) of 3.0 on a 4.0 scale
•Have plans to enroll FULL-TIME in a degree seeking program at a two or four year U.S. accredited institution in the U.S., Puerto Rico, U.S. Virgin Islands or Guam during the 2011-2012 academic year
•Must apply for federal financial aid by completing the Free Application for Federal Student Aid (FAFSA)
•Be pursuing first undergraduate or graduate degree
Tuesday, December 7, 2010
WHITE HOUSE INITIATIVE ON EDUCATIONAL EXCELLENCE FOR HISPANICS
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANICS
INTERNSHIP PROGRAM
The White House Initiative on Educational Excellence for Hispanics seeks talented students to intern in Washington, D.C. Responsibilities include, but are not limited to:
• Collecting research and data on Latino education and institutions for briefing materials;
• Transcribing session notes and/or participant feedback following WHI events;
• Performing data entry and managing the office database/Listserv;
• Greeting and escorting visitors;
• Participating in strategic planning and staff meetings and other Department meetings relevant to
the work of the WHI;
• Assisting the chief of staff in preparing reports and other materials for senior officials;
• Updating the speaking engagement calendar;
• Responding to constituent inquiries in English and/or Spanish;
• Creating and/or update presentations, fact sheets, one-pagers or talking points;
• Assisting with all planning needs for upcoming local and out-of-town events and meetings, which
can include collecting/researching background materials, cataloging attendees, and more;
• Maintaining office media archives, which includes searching for any media coverage related to WHI
events and speaking engagements;
• Liasing between the WHI and local and national Latino organizations and federal agencies; and
• Traveling (when necessary).
In addition, opportunities for developmental growth are encouraged, such as interviewing senior Department officials and officials from external organizations, and attending internal/external presentations and briefings related to Latino education.
Skills needed:
• Able to work well independently and as part of a team
• Strong organizational skills
• Carries fair share of the workload and completes projects on time
• Excellent oral and written communication skills
• Knowledge of Microsoft Office programs (Word, Excel, PowerPoint, Outlook, Access)
• Takes the initiative and proactively tackles responsibilities
• Arrives promptly to work and all meetings
• Knowledge of Spanish a plus, but not required
Although internships are available year-round, many students opt for a summer internship.
Summer Internships
The White House Initiative's 2011 Summer Internship Program provides current undergraduate and graduate students with an opportunity to learn about Latino-focused education policy, communications, and outreach at the U.S. Department of Education.
This unpaid internship generally takes place from May to August each year. Exact start and end dates are determined by the student applicant and may be shortened or extended as needed. Neither a degree in education nor fluency in Spanish is required. Students from all academic fields are encouraged to apply.
How to Apply
Applicants must submit the following items to be considered for an internship:
• Resume;
• One-page cover letter stating the student's reasons for wanting to intern with the office, the term
to which he or she is applying (i.e., summer, fall, winter, spring) and dates of availability, and what
the student has accomplished or plan to accomplish to improve the academic achievement and/or
socioeconomic advancement of Hispanics;
• Letter from the registrar stating the student is enrolled at least part-time in an accredited
university and is in good-standing;
• Official transcripts;
• Intern Service Agreement;
• ED ID Card Application Form;
• Form 306; and
• Form 612.
Application packets can be submitted via e-mail to WhiteHouseforHispanicEducation@ed.gov or via U.S. Postal Service to:
White House Initiative on Educational Excellence for Hispanics
ATTN: Glorimar Nosal, Chief of Staff
400 Maryland Ave. S.W., Room 4W108 Washington, D.C. 20202
Application Packet Review Process
The White House Initiative's chief of staff evaluates the applications on the basis of academic achievement, quality of thought exemplified in the cover letter, and the strength of the candidate's interest in improving education outcomes for Hispanics.
Selected packets are then forwarded to designated personnel in the Office of the Secretary and Human Resources, who review the application packets for legal, regulatory and program requirements.
Once vetted by OS and HRS, students are contacted by the chief of staff to confirm start dates. An e-mail also is sent with reporting days and times, dress code and directions to the building.
Other Considerations
Students selected to be White House Initiative summer interns will be required to secure their own housing while in Washington, D.C. A list of potential accommodations will be made available on request.
In addition, the U.S. Department is able to provide a transportation subsidy to assist with the cost of travel to and from home/work. Students may register for this benefit once they are officially on board with the agency.
Additional Opportunities
Click here for more information on other internship and fellowship opportunities in Washington, D.C.
EDUCATIONAL EXCELLENCE FOR HISPANICS
INTERNSHIP PROGRAM
The White House Initiative on Educational Excellence for Hispanics seeks talented students to intern in Washington, D.C. Responsibilities include, but are not limited to:
• Collecting research and data on Latino education and institutions for briefing materials;
• Transcribing session notes and/or participant feedback following WHI events;
• Performing data entry and managing the office database/Listserv;
• Greeting and escorting visitors;
• Participating in strategic planning and staff meetings and other Department meetings relevant to
the work of the WHI;
• Assisting the chief of staff in preparing reports and other materials for senior officials;
• Updating the speaking engagement calendar;
• Responding to constituent inquiries in English and/or Spanish;
• Creating and/or update presentations, fact sheets, one-pagers or talking points;
• Assisting with all planning needs for upcoming local and out-of-town events and meetings, which
can include collecting/researching background materials, cataloging attendees, and more;
• Maintaining office media archives, which includes searching for any media coverage related to WHI
events and speaking engagements;
• Liasing between the WHI and local and national Latino organizations and federal agencies; and
• Traveling (when necessary).
In addition, opportunities for developmental growth are encouraged, such as interviewing senior Department officials and officials from external organizations, and attending internal/external presentations and briefings related to Latino education.
Skills needed:
• Able to work well independently and as part of a team
• Strong organizational skills
• Carries fair share of the workload and completes projects on time
• Excellent oral and written communication skills
• Knowledge of Microsoft Office programs (Word, Excel, PowerPoint, Outlook, Access)
• Takes the initiative and proactively tackles responsibilities
• Arrives promptly to work and all meetings
• Knowledge of Spanish a plus, but not required
Although internships are available year-round, many students opt for a summer internship.
Summer Internships
The White House Initiative's 2011 Summer Internship Program provides current undergraduate and graduate students with an opportunity to learn about Latino-focused education policy, communications, and outreach at the U.S. Department of Education.
This unpaid internship generally takes place from May to August each year. Exact start and end dates are determined by the student applicant and may be shortened or extended as needed. Neither a degree in education nor fluency in Spanish is required. Students from all academic fields are encouraged to apply.
How to Apply
Applicants must submit the following items to be considered for an internship:
• Resume;
• One-page cover letter stating the student's reasons for wanting to intern with the office, the term
to which he or she is applying (i.e., summer, fall, winter, spring) and dates of availability, and what
the student has accomplished or plan to accomplish to improve the academic achievement and/or
socioeconomic advancement of Hispanics;
• Letter from the registrar stating the student is enrolled at least part-time in an accredited
university and is in good-standing;
• Official transcripts;
• Intern Service Agreement;
• ED ID Card Application Form;
• Form 306; and
• Form 612.
Application packets can be submitted via e-mail to WhiteHouseforHispanicEducation@ed.gov or via U.S. Postal Service to:
White House Initiative on Educational Excellence for Hispanics
ATTN: Glorimar Nosal, Chief of Staff
400 Maryland Ave. S.W., Room 4W108 Washington, D.C. 20202
Application Packet Review Process
The White House Initiative's chief of staff evaluates the applications on the basis of academic achievement, quality of thought exemplified in the cover letter, and the strength of the candidate's interest in improving education outcomes for Hispanics.
Selected packets are then forwarded to designated personnel in the Office of the Secretary and Human Resources, who review the application packets for legal, regulatory and program requirements.
Once vetted by OS and HRS, students are contacted by the chief of staff to confirm start dates. An e-mail also is sent with reporting days and times, dress code and directions to the building.
Other Considerations
Students selected to be White House Initiative summer interns will be required to secure their own housing while in Washington, D.C. A list of potential accommodations will be made available on request.
In addition, the U.S. Department is able to provide a transportation subsidy to assist with the cost of travel to and from home/work. Students may register for this benefit once they are officially on board with the agency.
Additional Opportunities
Click here for more information on other internship and fellowship opportunities in Washington, D.C.
Friday, December 3, 2010
Give immigrant kids a chance to Dream
December 2, 2010
BY ALEJANDRO ESCALONA alejandroescalona@comcast.net
The Dream Act makes sense for America. Beyond demagoguery and scare tactics, this bill will not only allow thousands of young people to call home the only country they know, but most importantly it will free them to use their talents to contribute to our nation.
Democrats vowed to submit the Development, Relief and Education of Alien Minors Act for a vote in the Senate after Thanksgiving.
The lame-duck session of Congress must pass the Dream Act, which would ultimately provide 800,000 young people a path to citizenship that follows a rigorous process.
We are familiar with their stories. They were very young when their undocumented parents brought them to this country. They learned English quickly and they think of themselves as Americans. In many cases, they discovered they were here illegally only when they applied to attend college. Some are students at prestigious universities, while others would like to join the armed forces.
They all share the same values of hard work, love of country and dreams of a better future for themselves and their families. These young people embody quintessential American values.
The Dream Act would permit immigrant students who entered the country at 15 or younger and have been living here for at least five years before the act was passed to apply for temporary legal status and become eligible for U.S. citizenship if they go to college or serve in the U.S. military.
This is not amnesty, as opponents of the Dream Act like to claim. These young people would have to go through hoops to become citizens, including showing proof of good moral standing. During a six-year conditional status, students would have to complete at least two years of higher education or two years of military service. Criminals would never pass this type of scrutiny.
The Dream Act would stimulate the economy. It is estimated that the average student affected by the act would make $1 million more over his or her lifetime by obtaining legal status, which would benefit local economies and provide much- needed tax dollars.
The latest support for the act came Monday from the presidents of the University of Illinois at Chicago, DePaul, Northwestern, Loyola, Dominican, Roosevelt, St. Augustine and Northeastern Illinois University. They urged Congress to allow these young people to fulfill their potential to benefit the country they call home.
“Our economy needs their talents more than ever. Our military is spread too thin,” the university presidents said in a joint statement. “But to these aspiring students, our country says ‘no thank you. Don’t start your business. Don’t cure the sick. Don’t make the ultimate sacrifice.’ ”
The Dream Act is about honoring the values of hard work and loyalty that most families hope their children cherish. That is why this bill has generated support from Democrats and Republicans, business leaders, clergy and veterans. Even mayoral candidates Gery Chico, Miguel del Valle and Rahm Emanuel found common ground this week in their support for the Dream Act.
Newly inaugurated U.S. Sen. Mark Kirk will have a unique opportunity to prove to the people of Illinois that he is in fact a moderate on social issues, as he claimed during the campaign. Kirk has yet to reveal his plan for immigration reform, beyond his mantra of “secure our borders.”
I urge Kirk to support the Dream Act. Or will he join the ranks of extremist Republicans whose only answer to fixing the broken immigration system is to deport 11 million people?
Our country needs highly educated young people to compete in the global economy.
To shut the door on the “dreamers,” as those who would benefit from the Dream Act call themselves, is short-sighted and counterproductive.
The Dream Act honors the American dream.
BY ALEJANDRO ESCALONA alejandroescalona@comcast.net
The Dream Act makes sense for America. Beyond demagoguery and scare tactics, this bill will not only allow thousands of young people to call home the only country they know, but most importantly it will free them to use their talents to contribute to our nation.
Democrats vowed to submit the Development, Relief and Education of Alien Minors Act for a vote in the Senate after Thanksgiving.
The lame-duck session of Congress must pass the Dream Act, which would ultimately provide 800,000 young people a path to citizenship that follows a rigorous process.
We are familiar with their stories. They were very young when their undocumented parents brought them to this country. They learned English quickly and they think of themselves as Americans. In many cases, they discovered they were here illegally only when they applied to attend college. Some are students at prestigious universities, while others would like to join the armed forces.
They all share the same values of hard work, love of country and dreams of a better future for themselves and their families. These young people embody quintessential American values.
The Dream Act would permit immigrant students who entered the country at 15 or younger and have been living here for at least five years before the act was passed to apply for temporary legal status and become eligible for U.S. citizenship if they go to college or serve in the U.S. military.
This is not amnesty, as opponents of the Dream Act like to claim. These young people would have to go through hoops to become citizens, including showing proof of good moral standing. During a six-year conditional status, students would have to complete at least two years of higher education or two years of military service. Criminals would never pass this type of scrutiny.
The Dream Act would stimulate the economy. It is estimated that the average student affected by the act would make $1 million more over his or her lifetime by obtaining legal status, which would benefit local economies and provide much- needed tax dollars.
The latest support for the act came Monday from the presidents of the University of Illinois at Chicago, DePaul, Northwestern, Loyola, Dominican, Roosevelt, St. Augustine and Northeastern Illinois University. They urged Congress to allow these young people to fulfill their potential to benefit the country they call home.
“Our economy needs their talents more than ever. Our military is spread too thin,” the university presidents said in a joint statement. “But to these aspiring students, our country says ‘no thank you. Don’t start your business. Don’t cure the sick. Don’t make the ultimate sacrifice.’ ”
The Dream Act is about honoring the values of hard work and loyalty that most families hope their children cherish. That is why this bill has generated support from Democrats and Republicans, business leaders, clergy and veterans. Even mayoral candidates Gery Chico, Miguel del Valle and Rahm Emanuel found common ground this week in their support for the Dream Act.
Newly inaugurated U.S. Sen. Mark Kirk will have a unique opportunity to prove to the people of Illinois that he is in fact a moderate on social issues, as he claimed during the campaign. Kirk has yet to reveal his plan for immigration reform, beyond his mantra of “secure our borders.”
I urge Kirk to support the Dream Act. Or will he join the ranks of extremist Republicans whose only answer to fixing the broken immigration system is to deport 11 million people?
Our country needs highly educated young people to compete in the global economy.
To shut the door on the “dreamers,” as those who would benefit from the Dream Act call themselves, is short-sighted and counterproductive.
The Dream Act honors the American dream.
Thursday, December 2, 2010
Restrictionist Group Continues Cynical Legacy of Counting Costs While Ignoring Benefits of Immigration
As the U.S. House and Senate prepare to vote on the DREAM Act, opponents continue to disseminate misinformation. In the statement below, the Immigration Policy Center sets the record straight. Remember, it's okay for people to draw different conclusions, but those conclusions should be based on the same set of facts. Please contact your Congressman and Senators and encourage them to support the DREAM Act when it comes up for a vote this week and/or next.
Restrictionist Group Continues Cynical Legacy of Counting Costs
While Ignoring Benefits of Immigration
December 1, 2010
Washington D.C. - In a new report, the Center for Immigration Studies (CIS) paints a misleading financial portrait of the DREAM Act. The report, entitled Estimating the Impact of the DREAM Act, claims that the bill would be a burden on U.S. taxpayers and would "crowd out" native-born students in the classroom. However, the available evidence does not support either of these dire predictions. In fact:
• Institutions of higher education overwhelmingly support the DREAM Act, which would likelyincrease school revenues as students who would not normally attend college start to pay tuition.
• The 10 states which, since 2001, have passed laws allowing undocumented students to qualify for in-state tuition have not experienced a large influx of new immigrant students that displaces native-born students.
• Most DREAM Act students would likely enroll in community colleges, most of which have open enrollment, based on a philosophy that all qualified students should have the opportunity to learn. Historically, more than 80% of community college students hold full or part-time jobs, thus contributing to their own educations (and the tax base) even as they attend school. The American Association of Community Colleges estimates that state and local governments receive a 16% return on every dollar they invest in community colleges due to the increased earnings of college graduates.
• Legalizing DREAM Act students would increase beneficiaries' earnings potential, as well as the U.S. tax base. A 2010 study by the UCLA North American Integration and Development Center estimates that the total earnings of DREAM Act beneficiaries over the course of their working lives would be between $1.4 trillion and $3.6 trillion.
CIS's cynical mischaracterization of the DREAM Act is not only inaccurate, but hypocritical as well. CIS frequently laments that so many immigrants to the United States have low levels of education, yet opposes a measure that would allow some of these immigrants to become more educated. What alternative to the DREAM Act does CIS propose? According to the Center for American Progress the cost to deport more than two million children and young adults who were raised in the United States would be $48.6 billion. How is that sound fiscal policy?
The U.S. economy doesn't need more deportations; it needs more college graduates. According to a recent report from the Georgetown University Center on Education and the Workforce, "not enough Americans are completing college... by 2018, we will need 22 million new college degrees-but will fall short of that number by at least 3 million postsecondary degrees, Associate's or better." The DREAM Act would help meet this need.
###
For more information contact
Wendy Sefsaf at wsefsaf@immcouncil.org or 202-507-7524.
Restrictionist Group Continues Cynical Legacy of Counting Costs
While Ignoring Benefits of Immigration
December 1, 2010
Washington D.C. - In a new report, the Center for Immigration Studies (CIS) paints a misleading financial portrait of the DREAM Act. The report, entitled Estimating the Impact of the DREAM Act, claims that the bill would be a burden on U.S. taxpayers and would "crowd out" native-born students in the classroom. However, the available evidence does not support either of these dire predictions. In fact:
• Institutions of higher education overwhelmingly support the DREAM Act, which would likelyincrease school revenues as students who would not normally attend college start to pay tuition.
• The 10 states which, since 2001, have passed laws allowing undocumented students to qualify for in-state tuition have not experienced a large influx of new immigrant students that displaces native-born students.
• Most DREAM Act students would likely enroll in community colleges, most of which have open enrollment, based on a philosophy that all qualified students should have the opportunity to learn. Historically, more than 80% of community college students hold full or part-time jobs, thus contributing to their own educations (and the tax base) even as they attend school. The American Association of Community Colleges estimates that state and local governments receive a 16% return on every dollar they invest in community colleges due to the increased earnings of college graduates.
• Legalizing DREAM Act students would increase beneficiaries' earnings potential, as well as the U.S. tax base. A 2010 study by the UCLA North American Integration and Development Center estimates that the total earnings of DREAM Act beneficiaries over the course of their working lives would be between $1.4 trillion and $3.6 trillion.
CIS's cynical mischaracterization of the DREAM Act is not only inaccurate, but hypocritical as well. CIS frequently laments that so many immigrants to the United States have low levels of education, yet opposes a measure that would allow some of these immigrants to become more educated. What alternative to the DREAM Act does CIS propose? According to the Center for American Progress the cost to deport more than two million children and young adults who were raised in the United States would be $48.6 billion. How is that sound fiscal policy?
The U.S. economy doesn't need more deportations; it needs more college graduates. According to a recent report from the Georgetown University Center on Education and the Workforce, "not enough Americans are completing college... by 2018, we will need 22 million new college degrees-but will fall short of that number by at least 3 million postsecondary degrees, Associate's or better." The DREAM Act would help meet this need.
###
For more information contact
Wendy Sefsaf at wsefsaf@immcouncil.org or 202-507-7524.
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