Examining the Impact of the FAFSA Simplification Act on Undocumented High School Seniors
Saved in:
| Title: | Examining the Impact of the FAFSA Simplification Act on Undocumented High School Seniors |
|---|---|
| Language: | English |
| Authors: | Emily Gonzalez Ferrari |
| Source: | Online Submission. 2026Ed.D. Scholarly Research Project, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 111 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Undocumented Immigrants, High School Seniors, Financial Aid Applicants, College Applicants, Student Financial Aid, Federal Aid, Federal Legislation, Educational Legislation, Equal Education, Action Research, Barriers, Access to Education, State Aid, Court Litigation, Advocacy, School Counselors, College Administration, Disclosure, Fear, Information Security, Trust (Psychology), Privacy |
| Geographic Terms: | North Carolina |
| Laws, Policies and Program Identifiers: | Doe v Plyler, Development Relief and Education for Alien Minors Act, Deferred Action for Childhood Arrivals (DACA) |
| Abstract: | This action research project examines the critical impact of the FAFSA Simplification Act (FSA) of 2022 on undocumented high school seniors, a population historically marginalized within the United States education system. While the FSA was designed to streamline aid applications, the study centers on how these changes created unintended systemic barriers for undocumented and mixed-status families. The primary purpose was to investigate the specific effects of the Act on FAFSA completion and financial aid accessibility, guided by a research question focused on the lived experiences of students navigating these new regulations. To explore this, a qualitative methodology was employed with a critical action research (CAR) lens and a case study design, conducting semi-structured interviews with four undocumented seniors in southwest North Carolina. The study's findings reveal a "paradox of simplification," where shortened forms were negated by impenetrable technical glitches, such as the system's inability to process Individual Taxpayer Identification Numbers (ITINs). These barriers caused a severe emotional and psychological toll, including anxiety and fear of family exposure to immigration authorities. Conclusions indicate that the FSA's new automated data-sharing requirements inadvertently created fresh forms of exclusion, making aid unattainable without highly specialized support. Implications for practice emphasize the urgent need for enhanced school counselor training, seamless ITIN integration, explicit data protection policies to build trust, and expanded state-level financial aid options to ensure true educational equity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680076 |
| Database: | ERIC |
Be the first to leave a comment!
