Report on California’s Financial Aid Accessibility for Mixed-Status Families and Alignment with Sustainable Development Goals

Introduction: Upholding SDG 4 and SDG 10

In a significant move to advance Sustainable Development Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities), the state of California has confirmed the continued availability of the California Dream Act Application (CADAA) for U.S. citizens from mixed-status families for the 2026-27 academic year. This policy decision addresses systemic barriers, including technical issues with the federal financial aid application (FAFSA) and heightened concerns within immigrant communities regarding data privacy and potential deportation actions. By providing a secure, state-based alternative, California is actively working to ensure that educational opportunities remain accessible to all students, regardless of their family’s immigration status, thereby promoting inclusive and equitable quality education.

Analysis of Financial Aid Options and SDG Implications

Navigating Federal vs. State Aid Applications

Students from mixed-status families face a critical decision between applying for federal aid via the FAFSA or state aid through the CADAA. This choice directly impacts their ability to achieve higher education and highlights the state’s efforts to create strong, inclusive institutions (SDG 16: Peace, Justice and Strong Institutions) that protect vulnerable populations.

• Free Application for Federal Student Aid (FAFSA): Provides access to federal Pell Grants, work-study programs, and federal loans. However, it requires sharing parental information with the federal government, a significant concern for families with undocumented members.
• California Dream Act Application (CADAA): Unlocks state-based financial aid, including Cal Grants and scholarships, which can enable students to graduate debt-free. This application is managed at the state level, offering a trusted alternative for those wary of federal data collection.

Key Factors for Consideration

To ensure equitable outcomes in line with SDG 4, families are advised to weigh several factors with the guidance of academic counselors. The decision-making process underscores the complex inequalities (SDG 10) these students navigate.

1. Educational Goals: Students planning to attend local community colleges may find state aid sufficient. Those aiming for four-year universities, especially out-of-state, may be disadvantaged without access to federal aid provided through the FAFSA.
2. Family Immigration Status: The primary driver for choosing the CADAA is the fear and risk associated with sharing personal information of undocumented family members with the federal government. This reflects a critical need for institutions that ensure justice and security for all (SDG 16).
3. Financial Need: The potential loss of the federal Pell Grant by forgoing the FAFSA must be balanced against the generous state funding available through the CADAA.

Institutional Support and Resources

State-Led Initiatives to Reduce Educational Inequality

The California Student Aid Commission (CSAC) has established a robust support system to guide students, reinforcing the state’s commitment to building effective and inclusive institutions (SDG 16) that leave no one behind.

• Informational Web Page: CSAC has created a dedicated online resource for mixed-status families to understand their options.
• Workshops and Direct Support: The commission hosts in-person and online “Cash for College” workshops to provide direct assistance.
• Contact Center: Families can receive personalized guidance via a telephone hotline (888) CA-GRANT (224-7268) or by email.
• Flexible Application Process: The commission advises students to begin with the CADAA and offers assistance to convert it to a FAFSA later if the family’s circumstances or decisions change.

The deadline for students aiming to enroll in a four-year university to complete their financial aid application is March 2. The ongoing federal government shutdown has not impacted the application process.

SDGs Addressed in the Article

• SDG 4: Quality Education – The article’s primary focus is on ensuring access to financial aid for higher education (college), which is a key component of quality education.
• SDG 10: Reduced Inequalities – The article specifically addresses the challenges faced by a vulnerable group—U.S. citizens in mixed-status families—and highlights state-level efforts to reduce the inequalities they face in accessing educational funding.
• SDG 1: No Poverty – By providing access to financial aid for higher education, the programs discussed help low-income students obtain qualifications that can lead to better employment and lift them and their families out of poverty.
• SDG 16: Peace, Justice, and Strong Institutions – The article showcases a state institution, the California Student Aid Commission, taking proactive and responsive measures to ensure justice and inclusivity for a specific population, thereby demonstrating the characteristics of an effective and accountable institution.

Specific SDG Targets Identified

1. SDG 4: Quality Education

   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
     
     Explanation: The entire article is about facilitating access to financial aid for college (tertiary education). The state’s decision to keep the “California Dream Act Application” available for U.S. citizens in mixed-status families is a direct action to ensure “equal access” for a group facing unique barriers, such as glitches in the federal application (FAFSA) and fear of deportation.
   • Target 4.b: By 2020, substantially expand globally the number of scholarships available… for enrolment in higher education.
     
     Explanation: Although the target has a global focus, its principle applies here. The article states that completing the California Dream Act Application “can unlock generous state funding and scholarships.” It also notes that some students have been able to “graduate debt-free” through this support, indicating a successful expansion of financial support and scholarships at the state level for vulnerable students.

2. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… origin… or other status.
     
     Explanation: The article focuses on the inclusion of students from “mixed-status families,” a specific status related to immigration and origin. By providing a secure and accessible pathway to financial aid, the California Student Aid Commission is promoting the social and economic inclusion of these students, empowering them to pursue higher education without fear.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by… promoting appropriate legislation, policies and action in this regard.
     
     Explanation: The policy to allow this specific group of students to use the state application is a clear example of an “appropriate policy and action” designed to ensure equal opportunity. It directly counters a potential inequality of outcome where these students might “miss out on financial aid altogether” due to fear or technical issues with the federal system.

3. SDG 1: No Poverty

   • Target 1.3: Implement nationally appropriate social protection systems and measures for all… and by 2030 achieve substantial coverage of the poor and the vulnerable.
     
     Explanation: Financial aid programs like the federal Pell Grant and the state-based aid available through the California Dream Act Application are “social protection systems.” The article highlights how California is extending the coverage of its system to a vulnerable group (mixed-status families) to ensure they can access education, which is a critical pathway out of poverty.

4. SDG 16: Peace, Justice, and Strong Institutions

   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
     
     Explanation: The California Student Aid Commission is presented as an effective and accountable institution. It is responding directly to the needs of its constituents by holding a “statewide webinar for financial aid practitioners,” creating a dedicated “web page for mixed-status families,” and offering support through workshops, a phone hotline “(888) CA-GRANT,” and email, demonstrating transparency and a commitment to service.

Indicators for Measuring Progress

1. Target 4.3 (Equal access to tertiary education)

   • Implied Indicator: The number and proportion of students from mixed-status families who successfully apply for and receive state financial aid through the California Dream Act Application.
     
     Explanation: The article implies this measurement by discussing the state’s decision to make the application available to this group to prevent them from “missing out on financial aid.” Tracking the uptake of this option would measure the policy’s success in ensuring access.

2. Target 10.3 (Ensure equal opportunity)

   • Implied Indicator: The existence of a specific policy or pathway for vulnerable groups to access essential services.
     
     Explanation: The primary indicator mentioned is the policy itself: “the commission has opted to continue making the California Dream Act Application available to students who might be wary of sharing their personal information with the federal government.” This policy action is a direct measure of the effort to ensure equal opportunity.

3. Target 16.6 (Effective and accountable institutions)

   • Mentioned Indicator: The provision of accessible support and information services for the public.
     
     Explanation: The article explicitly lists several indicators of the institution’s effectiveness and accountability. These include the hosting of “workshops, in person and online,” the creation of a dedicated “web page for mixed-status families,” and the availability of a phone line “(888) CA-GRANT (224-7268)” and email support for students and families to ask questions.

SDGs, Targets, and Indicators Analysis

Source: laist.com