This three-study dissertation investigated how socioeconomic factors and policies are associated with educational outcomes for undocumented youth and, in one of the papers, to what extent education and employment outcomes intersect. Guided by the specific questions of each study, the three papers take different theoretical and methodological approaches to examine the larger topic of college-going for undocumented students. In paper 1, I tested an ecological model of college enrollment as applied to Hispanic undocumented students. I examined to what extent several individual and larger structural characteristics are associated with college attendance. I used data from multiple governmental sources to create a unique dataset and analyze those data using a multilevel linear probability model. I found race, sex, years in the U.S., parental education, and commuting zone demographics as significant predictors of college enrollment, net of other independent variables in my model. By testing this model, I provided an alternative framework to understand college enrollment among undocumented students. These findings also identified specific gaps and opportunities for policies and interventions to increase college access. Paper 2 evaluated the effect Deferred Action for Childhood Arrivals (DACA), an Executive Memorandum issued by former President Obama that extends temporary relief from deportation and work authorization to a select group of undocumented youth, has on college enrollment and working while enrolled. I compared these outcomes between DACA eligible undocumented students and two comparison groups: naturalized immigrants and native-born Hispanics. I leveraged data from the American Community Survey and a difference-in-differences research design. I found DACA increased the probability of enrolling in college by 5.6 percentage points, on average. DACA did not affect the probability of being employed while enrolled in college, but eligible individuals were more likely to work two hours, on average, more per week. Heterogeneous analyses reveal the effectiveness of the policy depends on the construction of a theoretically grounded comparison group. The findings from this study can contribute to research and policy debates about comprehensive immigration reform. Paper 3 investigated the association between sanctuary policies and the high school completion and college enrollment of Hispanic undocumented youth. Sanctuary policies, which city, county, and/or state governments implement, prohibit local political leaders and police officials from cooperating with federal immigration enforcement officers regarding the questioning and detention of undocumented immigrants. This study used data from the American Community Survey and applied an event study design. On average, my model detected no effect on both high school completion and college enrollment. These findings suggest that although these policies may help counteract immigration enforcement, they may not reduce uncertainty enough to have a significant impact on educational outcomes. Collectively, this dissertation highlighted the associations between several socioeconomic factors and policies to better understand college access for undocumented students. It showed that undocumented students confront barriers and have unequal access to higher education, but in some instances, policies can mitigate those inequalities. These analyses also pushed past the notion that undocumented status continues to be an overarching master status and begins to identify what specifically helps or hinders access to college for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]