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Admissions in Higher Education We are committed to generating and synthesizing research on key civil rights and equal opportunity policies that have been neglected or overlooked. Race and the Metropolitan Origins of Postsecondary Access to Four Year Colleges: The Case of Greater BostonJoseph B. Berger, Suzanne M. Smith and Stephen P. Coelen. April 21, 2004 The inequities of residential segregation and their impact on educational opportunity are a national problem, but greater metropolitan Boston has a particularly problematic history in terms of the extent to which racial segregation has deeply divided the city into separate and unequal systems of opportunity. Despite decades of policy efforts to desegregate Boston, racial segregation has persistently dominated residential patterns in the Boston metropolitan area (McArdle, 2003), and, because it is so linked to inequality of schools and communities, minority children tend to be particularly disadvantaged by the persistence of this form of social stratification (Logan et al., 2003).
Appearance and Reality in the Sunshine State: The Talented 20 Program in Florida Patricia Marin and Edgar K. Lee. Foreword by Gary Orfield. February 7, 2003 After a review of Florida state and institutional data and interviews with staff at five campuses of the Florida State University System and several Florida state agencies, this report describes the history, implementation, and effects of the Talented 20 Program. The report concludes that Talented 20 Plan is, in fact, not race-neutral and is not an effective alternative to race-conscious affirmative action.
Percent Plans in College Admissions: A Comparative Analysis of Three States' Experiences Catherine L. Horn and Stella M. Flores. Foreword by Gary Orfield.. February 7, 2003 Percent plans - admitting a certain percent of the highest performing graduates of each high school to public universities in a state - have emerged as a basic response to the end of race-conscious affirmative action in three of the country’s most populous states – Texas, California, and Florida. This report draws on data from state agencies, the federal National Center for Education Statistics, the U.S. Census, institutional and state documents, and interviews, to assess the impact of these policies on maintaining racial/ethnic diversity without using race or ethnicity as a factor in university admissions.
Diversity Challenged Edited by Gary Orfield with Michal Kurlaender. Harvard Education Publishing Group. June 1, 2001 In the courts and in referenda campaigns, affirmative action in college admissions is under full-scale attack. Though it was designed to help resolve a variety of serious racial problems, affirmative action's survival may turn on just one question--whether or not the educational value of diversity is sufficiently compelling to justify consideration of race as a factor in deciding whom to admit to colleges and universities.
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