Report on Resettled Refugee Students in U.S. Higher Education and Alignment with Sustainable Development Goals
Introduction: Educational Access as a Core Component of Sustainable Development
This report analyzes the enrollment of resettled refugee students in United States higher education institutions, based on data from the 2023 American Community Survey (ACS). The findings are examined through the lens of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions). Understanding these enrollment trends is critical for developing policies that support educational access for vulnerable populations, a key target for achieving global development objectives.
Key Findings on Refugee Enrollment and SDG 4 (Quality Education)
In 2023, an estimated 122,085 resettled refugee students were enrolled in U.S. higher education. However, a significant gap persists in achieving Target 4.3 of the SDGs, which aims to ensure equal access to tertiary education for all.
- Only approximately 50% of college-aged refugees (15-25) who have graduated from high school are enrolled in college or university.
- This highlights a substantial barrier to educational and economic mobility, directly impacting progress towards SDG 4.
The Role of Institutional Policy in Advancing SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions)
The U.S. Refugee Admissions Program (USRAP), governed by an annual Presidential Determination, is a critical institution affecting refugee access to the U.S. The volatility of this program directly impacts the nation’s ability to meet SDG Target 10.7 (facilitate orderly, safe, and responsible migration) and Target 16.6 (develop effective, accountable, and transparent institutions).
- FY2021: Refugee arrivals reached an all-time low of 11,411 under the first Trump administration.
- FY2024: The program was rebuilt under the Biden administration, reaching a historic high of 100,034 arrivals.
- Post-January 2025: The current Trump administration has suspended nearly all refugee admissions, halting progress and undermining the stability required by SDG 16.
Demographic Analysis in the Context of the SDGs
Gender Distribution and SDG 5 (Gender Equality)
The data indicates a positive trend towards gender parity in educational access for refugees, aligning with SDG 4.5 and SDG 5.
- Female Students: 50.2%
- Male Students: 49.8%
Age of Arrival and Educational Attainment (SDG 4)
The age at which a refugee arrives in the U.S. is a significant determinant of their likelihood to enroll in higher education. This finding underscores the need for targeted interventions to support older arrivals, in line with SDG 4’s mandate to ensure access for all vulnerable groups.
- Refugees who arrived before the age of ten are more likely to enroll in higher education.
- Those arriving during adolescence (ages 10-16) face greater barriers to enrollment.
Geographic Origins and Global Disparities (SDG 10)
The regions of origin for refugee students reflect global patterns of conflict and displacement, reinforcing the interconnectedness of peace (SDG 16) and equality (SDG 10).
- Asia: 59.5%
- Africa: 34.7%
- Europe: 5.6%
The top five countries of origin for these students are:
- Vietnam
- Iraq
- Afghanistan
- Ethiopia
- Burma (Myanmar)
Analysis of Sustainable Development Goals in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
-
SDG 4: Quality Education
The article’s primary focus is on the access of resettled refugees to higher education in the United States. It discusses enrollment numbers, participation rates, and the characteristics of refugee students, which directly aligns with the goal of ensuring inclusive and equitable quality education for all.
-
SDG 10: Reduced Inequalities
The article highlights the disparities in educational opportunities for refugees, a vulnerable population group. By stating that “only about half” of high school-graduated refugees aged 15-25 attend college, it points to an inequality of outcome. The discussion of how fluctuating government policies on refugee admissions create or remove opportunities for this group is central to the theme of reducing inequalities.
-
SDG 5: Gender Equality
This goal is addressed through the specific data point provided on the gender composition of refugee students. The article states that refugee students are “49.8% male and 50.2% female,” indicating near parity in access to higher education between genders within this specific population, which is a key aspect of monitoring gender equality.
-
SDG 16: Peace, Justice and Strong Institutions
The article connects to this goal by discussing the U.S. Refugee Admissions Program (USRAP), an institution whose policies and stability are critical for refugees. The text describes how administrative changes lead to dramatic shifts in refugee admissions, from an “all time low” to a “historic high” and then a near-total “suspension,” which speaks to the need for stable, just, and responsive institutions that protect vulnerable people.
2. What specific targets under those SDGs can be identified based on the article’s content?
-
Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
The article directly addresses this target by focusing on the enrollment of refugee men and women in U.S. higher education institutions and highlighting the gap where only half of eligible young refugees are enrolled.
-
Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including… children in vulnerable situations.
Refugees are explicitly a “vulnerable” group. The article provides data on gender parity and enrollment factors like age of arrival, which are used to assess equal access for this population.
-
Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… origin… or other status.
The article’s focus on increasing refugees’ access to higher education is a direct effort to promote their social and future economic inclusion, irrespective of their origin or refugee status.
-
Target 10.7: Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies.
The article examines the U.S. Refugee Admissions Program (USRAP), a “planned migration policy.” The description of its inconsistent implementation—from record-low admissions to record-highs and subsequent suspensions—highlights the challenges in achieving an “orderly, safe, and regular” process.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Total Enrollment Numbers: The article states there were “approximately 122,085 resettled refugee students enrolled in U.S. higher education institutions” in 2023. This is a direct quantitative indicator of participation in tertiary education (Target 4.3).
- Participation Rate: The finding that “only about half” of U.S. refugees aged 15-25 who have graduated high school are attending college is a key performance indicator for measuring access to higher education for this vulnerable group (Target 4.3).
- Gender Parity Data: The statistic that refugee students are “49.8% male and 50.2% female” is a direct indicator for measuring gender parity (Target 4.5) in educational access for this group.
- Disaggregated Enrollment Data: The article provides data disaggregated by age of arrival (“those who arrived before the age of ten are more likely to enroll”) and by region of origin (“59.5% from Asia, 34.7% from Africa”). This type of data serves as an indicator to analyze inequalities within the refugee population itself (Target 10.2).
- Annual Refugee Admission Numbers: The figures cited for different fiscal years (“11,411 refugee arrivals” in FY 2021 vs. “100,034 refugee arrivals” in FY 2024) and the mention of a near-total suspension serve as powerful indicators of the functionality, stability, and responsiveness of migration policies and their governing institutions (Targets 10.7 and SDG 16).
4. Summary of SDGs, Targets, and Indicators
| SDGs | Targets | Indicators Identified in the Article |
|---|---|---|
| SDG 4: Quality Education |
4.3: Ensure equal access for all to affordable and quality tertiary education.
4.5: Eliminate gender disparities and ensure equal access for the vulnerable. |
– Total number of enrolled refugee students (122,085). – Participation rate of high school-graduated refugees aged 15-25 (approx. 50%). – Gender breakdown of enrolled students (49.8% male, 50.2% female). – Enrollment rates based on age of arrival. |
| SDG 10: Reduced Inequalities |
10.2: Promote social inclusion of all, irrespective of origin or other status.
10.7: Facilitate orderly, safe, and responsible migration and mobility. |
– Disparity in higher education access for refugees compared to the general population (implied). – Enrollment data disaggregated by region/country of origin. – Drastic fluctuations in annual refugee admission numbers under different policies. |
| SDG 5: Gender Equality | 5.5: Ensure women’s full and effective participation and equal opportunities. | – Ratio of female to male refugee students in higher education (50.2% female to 49.8% male), indicating gender parity in enrollment. |
| SDG 16: Peace, Justice and Strong Institutions | 16.7: Ensure responsive, inclusive, participatory and representative decision-making. |
– Number of refugees admitted annually under the U.S. Refugee Admissions Program (e.g., 11,411 in FY2021, 100,034 in FY2024). – Policy actions such as the suspension of admissions for vetted and approved refugees, indicating institutional instability. |
Source: presidentsalliance.org
