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Financing 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. State Merit Scholarship Programs and Racial InequalityDonald E. Heller and Patricia Marin. October 14, 2004 A central dream of American parents is sending their kids to college. What used to be unusual has now become a necessity if young people are to have a secure life in the middle class in a post-industrial economy. As such, one basic goal of higher education policy should be to make certain that this opportunity is not foreclosed by a family’s income or wealth. In a society where 40 percent of students are non-White, it is more important than ever to be sure that minority students can go to college. In a society that does not believe in welfare or social supports, and where fairness rests on supposedly equal access to the education needed for economic success, these should be basic principles.
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.
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