Connecticut House Bill HB05181

Connecticut 2015 Regular Session

• Introduced: 1/9/15
• Refer: 1/9/15

Caption

An Act Repealing The Law Allowing Persons Without Legal Immigration Status To Be Classified As An In-state Student For Tuition Purposes.

Impact

If enacted, HB05181 would have a significant impact on state laws governing education and immigration. Specifically, it would alter the current guidelines set forth in section 10a-29 of the general statutes, effectively eliminating provisions that support in-state classification for undocumented students. This change would mean that many individuals who previously benefited from reduced tuition would now face higher costs, potentially limiting their access to higher education in Connecticut. The bill reflects a more restrictive approach to education policy concerning undocumented immigrants, mirroring similar trends seen in other states.

Summary

House Bill 05181 seeks to repeal the existing law that allows individuals without legal immigration status to be classified as in-state students for the purpose of tuition at public institutions in Connecticut. This legislative measure, introduced by Representative Davis, aims to require these individuals to pay full tuition rates instead of the reduced in-state rates. The bill is positioned as a way to standardize tuition costs and ensure that state resources are appropriately allocated, aligning with the prevailing national discourse on immigration policies and higher education access.

Contention

Notably, the bill has stirred considerable debate among lawmakers, education advocates, and the immigrant community. Proponents argue that the bill is a necessary measure to ensure that public resources are reserved for legal residents of Connecticut, contending that it promotes fairness in the tuition system. On the other hand, critics argue that this measure would adversely affect thousands of students who contribute to the state's diversity and economic vitality. They claim that barring access to in-state tuition may discourage these individuals from pursuing higher education altogether, potentially leading to broader implications for workforce development and social equity.