community colleges than 4-year institutions ([@SOT040C47]).

Key control variables in our multivariate models include binary indicators of whether respondents are female or married. Whether the respondent is working for pay is measured with a dichotomous term. Age is expressed in terms of single-year dummy variables. For the high school sample, we include parental education, measured in years of schooling (averaged for children in two-parent families), monthly family income (averaged over the academic year), parental unemployment (whether a parent was unemployed during the academic year), and family structure (whether the child lived with both biological parents throughout the academic year). The number of older and younger siblings living in the household and whether high-school-aged children are living with their parents are also included.

In addition, we include age at immigration, categorizedwork permits to certain young, undocumented immigrants, policies directed at undocumented immigrant youth continue to be an important topic in political discussions. However, very little is known about how undocumented status shapes immigrant students\' educational outcomes. Although current educational policies provide undocumented students greater access to education at the high school level than at the college level, there is reason to believe that being undocumented will make students uncertain about their prospects for the future---in terms of returns to higher education or access to professional jobs---and consequently influence decisions about whether to complete high school. Thus, any attempts to examine the influence of legal status on educational attainment must take a complete view of the educational pipeline, considering the transition from both high school enrollment to high school