main
community
contact staff ecs twitter facebook
PostsecondaryPostsecondary ParticipationAffirmative ActionSelected Research & Readings (Additional Resources)
 
  POSTSECONDARY PARTICIPATION
 AFFIRMATIVE ACTION
 
 Selected Research & Readings
 



Closing the College Participation Gap


Postsecondary Education's Roles in Social Mobility and Social Justice PDF - Higher education plays a unique role in our society. There is no escaping a university's obligation to try to serve the long-run interests of society defined in the broadest and least parochial terms, and to do so through two principal activities: advancing knowledge and educating students who in turn will serve others, within this nation and beyond it, both through their specific vocations and as citizens. Universities therefore are responsible for imparting civic and democratic values that are essential to the functioning of our nation. (William G. Bowen, Briefing Papers: Transforming Postsecondary Education for the 21st Century, Education Commission of the States, June 1999)...

Shaping the Affirmative Action Debate MS Word - The affirmative action debate is important for both policymakers and educators because of a movement to end racial and gender preferences through ballot initiatives and litigation. The debate also has been clarified and advanced by new empirical research that documents the long-term societal benefits of race-conscious programs in college and university admissions. (Education Commission of the States, April 1999)...

Achieving Diversity: Race-Neutral Alternatives in American Education - This report from the U.S. Department of Education explores many of the options available for achieving diversity in education through race-neutral practices. The report outlines two main race-neutral alternatives: (1) "developmental approaches" designed to diversify enrollments by enriching the college applicant pipeline with more students equipped to meet entry requirements, and (2) "admissions approaches" designed to diversify student enrollments through specific admissions policies and procedures. (U.S. Department of Education Office for Civil Rights, February 2004)...

Affirmative Action and Diversity: The Beginning of the End? Or the End of the Beginning? - This report discusses the Supreme Court's recent affirmative action decisions and offers a framework for developing diversity programs. (Mark R. Killenbeck, Educational Testing Service, 2004)...

Diversity in Higher Education: A Strategic Planning and Policy Manual Regarding Federal Law in Admissions, Financial Aid, and Outreach, 2nd Edition - This manual, released through the College Board, offers guidance to help higher education institutions develop legally sound policies as they pursue their diversity-related goals. It is designed to untangle and translate legal terminology and court jargon, and help higher education leaders assess and minimize their risk of running afoul of the U.S. Constitution and federal civil rights laws. (Arthur L. Coleman and Scott R. Palmer, College Entrance Examination Board, 2004)...

Standing Our Ground: A Guidebook for STEM Educators in the Post-Michigan Era - How can programs in science, technology, engineering and mathematics (STEM) ensure diversity after the 2003 U.S. Supreme Court cases setting boundaries on affirmative action? This report offers a primer on affirmative action, and addresses the theoretical and practical issues to consider when designing a racially-diverse STEM program, including (1) institutional mission; (2) program intent, character, target population and context; (3) faculty recruitment and retention; and (4) leadership. Among the observations: the change potentially needed for a diverse STEM program must come from the top down as well as from the bottom up, which in turn requires clear and open communication. Readers may also browse the report by chapter (bottom of page). (Shirley M. Malcom, Daryl E. Chubin and Jolene K. Jesse, American Association for the Advancement of Science and National Action Council for Minorities in Engineering, October 2004)...

Closing The Gap?: Admissions & Enrollments at the Texas Public Flagships Before and After Affirmative Action - This new Princeton University study finds that the Texas policy guaranteeing admission to state public universities for students in the top 10% of their high school class is not an effective substitute for affirmative action programs. According to this study, such "percentage plans" must be coupled with vigorous outreach programs and financial support for needy students, to meet the goal of diversifying selective universities. (Marta Tienda, Kevin T. Leicht, Teresa Sullivan, Michael Maltese and Kim Lloyd, Princeton University, January 2003)...

Socioeconomic Status, Race/Ethnicity, and Selective College Admissions - This paper focuses on admissions into the nation's most selective undergraduate institutions. It studies the effect of replacing traditional affirmative action programs with a variety of other policies, including: percentage plans, percentage plans with a standardized test requirement and a system of preferences targeted at low-income students. The paper concludes that the use of percentage plans alone will greatly increase the dropout rates of admitted students. (Anthony P. Carnevale and Stephen J. Rose, The Century Foundation, March 2003)...

Update on Affirmative Action in Higher Education: A Current Legal Overview - This paper provides a broad legal overview of court decisions affecting affirmative action policies in higher education. It also contains sections addressing court decisions involving race-based faculty employment decisions and affirmative action decisions at the elementary and secondary education levels. (Ann Springer, American Association of University Professors, Updated April 2003) ...

Testing and Diversity in Postsecondary Education: The Case of California - This study examines how eliminating affirmative action in admitting students to the University of California system affected the diversity of students admitted. It also looks at the effects of using criteria other than race and ethnicity to increase student diversity, finding that none of the alternative admissions models analyzed, including race-neutral models based solely on gradepoint average, replicate the composition of the student population that existed before affirmative action was terminated. (Daniel Koretz, Michael Russel, Chingwei David Shin, Cathy Horn and Kelly Shasby, Education Policy Analysis Archives, January 2002)...

Diversity Among Equals: Educational Opportunity and the State of Affirmative Admissions in New England - Commissioned by the Nellie Mae Education Foundation, this reports supports the use of affirmative action in college admissions. The study, which reviews over 200 undergraduate institutions in the New England region -- including Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont -- attempts to dispel the widely held perception that colleges and universities lower their admissions standards to admit minority students and diversify campus enrollments. It also finds that most college and university leaders in New England believe in the importance of a diverse student body as an essential part of undergraduate education. (Stephen P. Coelen, Joseph B. Berger, and Patricia H. Crosson, Center for Education Policy and Massachusetts Institute for Social and Economic Research, October 2001)....

The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions - This book studies the academic, employment and personal histories of more than 45,000 students of all races who attended academically selective universities between the 1970s and the early 1990s. The authors argue that these colleges and universities have been highly successful in using race-sensitive admissions policies to advance important educational goals that also benefit society as a whole. Available for purchase from Princeton University Press. (William G. Bowen and Derek Bok, Princeton University Press, 1998)...


Selected Research & Readings Current

Print Friendly and PDF

4

Thank you, Issue Site Sponsors
pearson

 
Home  |  About ECS  |  Education Issues A-Z  | Research Studies  |  Reports & Databases  |  State Legislation  |  State Profiles  |  Projects & Institutes  |  Newsroom  |  Website User's Guide


Information provided by ECS combines the best of the most recent and useful research available. Should you have questions, please contact our Information Clearinghouse at 303.299.3675.

700 Broadway, #810 Denver, CO 80203-3442
Phone: 303.299.3600 | Fax: 303.296.8332
 
©2014 Education Commission of the States
www.ecs.org | ecs@ecs.org
Read our privacy policy